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COPYRIGHT DEPOSIT. 



The Third School Year 

A Course of Study with Detailed Selection 
of Lesson Material 

Arranged by Months and Correlated 

FOR USE IN THE THIRD SCHOOL YEAR 

BY 

ELLEN REIFF 

Formerly Training Teacher for Third Grade 
State Normal School, California, Pa. 



THEO. B. NOSS. PH. D. 

General Editor of the Series 



A. FLANAGAN COMPANY 
CHICAGO 



LIBRARY of CONGRESS 
Two Copies Received 

FEB 14 1907 

A CopyrUrht Entry 

0UV8S V) XXC, No. 
I (o 3io0 . 

COPY B. 



Copyright 1906 

BY 

A. FLANAGAN COMPANY. 



THE SCHOOL YEAR SERIES 



Prepared by the Training Teachers of the State Normal 
Scl^ool, California, Pa. 



The First School Year. By Anna B. Thomas. 

The Second School Year. By Henrietta M. Lilley. 

The Third School Year. By Ellen Reiff. 

The Fourth School Year. By Anna Buckbee. 

The Fifth School Year. By Herman T. Lukens, 
Ph.D. 

The Sixth School Year. By Anna Buckbee. [In 
preparation.] 

The Seventh School Year. [In preparation.] 

The Eighth School Year. [In preparation.] 



PREFACE BY THE GENERAL EDITOR 



Ellen Terry once said to an interviewer that her suc- 
cess was due to the three I's — industry, individuality 
and imagination. 

The finest quality of any very good teacher's work is 
due chiefly to these same three I's, and especially to 
the last two. 

These School-Year books are designed to encourage 
rather than check the originality of the teacher and 
to promote the free play of the imagination, without 
which school work must always drag and seem dull. 
The Year Books present a working plan which not 
only may be modified by the teacher's own ideas, but 
a plan which provides (what even many good teachers 
lack) a definite place, according to subject and season, 
for those ideas. An incidental value of the books, 
therefore, is the plan or system which they offer for a 
classified record of the teacher's own methods and 
selections of lesson material. 

In this respect, as in some others, it is believed that 
the Year Books will aid the teacher in finding the best 
lesson material for her pupils, and will also strengthen 
her desire to find "the more excellent way" to use it. 

7 



8 PKEFACE BY THE GENEEAL EDITOK 

The work for the third year is here presented in the 
hope that the material given and the methods sug- 
gested will prove helpful to many teachers. 

Great care has been taken by the author, Miss Eeiff, 
in the preparation of the book for the press, and to her 
all credit for this work is due. 

Theo. B. Noss. 



PKEFACE BY THE AUTHOR 



It is a recognized aim of educators to carry into tlie 
higher grades of school work the same orderly system 
and splendid unity which have so long characterized 
the kindergarten. 

This little book, therefore, is the outcome of an 
effort so to select and group the various lines of subject 
matter presented to children that there may be some 
logical coherence, and that the child may frequently be 
called upon to make use of the knowledge which he 
already has, calling forth those previously acquired 
ideas and associations which are so valuable in helping 
him to understand the new material which is presented. 

In selecting this subject matter we have been guided 
by that experience which has shown us that the third 
grade child is active, energetic, wide-awake, and ready 
to absorb and make a part of his life experience any- 
thing that is well adapted, and for which preparation 
has been made. 

As a central subject about which to group those 
ingredients which should form the mental food for the 
child, we naturally select the subject of geography, 
using the term in its broadest, most comprehensive 

9 



10 PEEFACE BY THE AUTHOE 

sense, including those sciences which are now recog- 
nized as divisions of this one great subject. With 
this as our foundation we build as does the architect, 
not placing stone upon stone in parallel columns; but 
we would interlace and overlap, refine and polish until 
the structure stands a unit, harmonious and symmet- 
rical, an outgrowth of that which has been and a prepa- 
ration for that which is to come. 

The dominant thought during the 3^ear is that the 
earth (more specifically the three kingdoms) furnishes 
the materials which supply the wants of man; and 
that on his part energy and effort are required to 
adapt these products to his different needs. While 
much of the subject matter grows out of a considera- 
tion of this thought, no attempt has been made to force 
the correlation. During the first months geography 
and nature study are almost inseparable. Later, his- 
tory and geography are closely related, while through- 
out the year 

"History and literature hand in hand. 
Loving sisters thus they stand." 

As the children of this grade use no text-books but 
those which furnish reading selections, the teacher 
must in a way be the text-book for her pupils. It is 
hoped, therefore, that by giving in this course of study 
methods and material which have stood the test of 
actual school-room work, the teacher will find that 



PEEFACE BY THE AUTHOK 11 

which may lessen the burden of selecting and adapting 
subject matter, and thus be aided in her efforts to 
contribute to that soul growth which is the great 
purpose of all educatioi^ 

E. E. 



CONSPECTUS 



CONSPECTUS OF 



H 
Pu 

C/3 



I. GEOGRAPHY 



Weather Observations 
Review Evaporation 

and Condensation 
The Earth as a Whole 
Form, Size, Land and 
Water 
Effects of Heat and 
Dampness upon Veg- 
etation. 
Review Plant and Ani- 
mal Life in Hot 
Countries 



II.NATURE STUDY 



The Sun and Moon 
Light and Heat 
Autumn Flowers- 
Composite Family 
Special- Clover, Daisy 
Insects-Bee, AVasp 
General Health Les- 
sons 



III. LITERATURE AND HISTORY 



TheFour Sunbeams 
The New Moon 
Great, Wide, World 
The Three Golden 
Apples — Haw- 
thorne. 
The Daisy .-Clvtie 
The Busy Bee — 
Watts 



Sun Myths, Apollo and 

Aurora 
Ancient Beliefs Con- 
cerning the Earth 
Lack of Books and 
Geographical Knowl- 
edge. 
The Story of the Book 
The Printing Press 
Books, Newspapers 



§ 

u 

O 



0^ 

> 
O 



FieldWork-The Work 
of Water 

Local Physical Feat- 
ures — Hill, Valley, 
Brook, River 

The Wants of Man- 
Food, Clothing, Shel- 
ter, etc. 

Special Study— Food 

Industrial — Agricul- 
ture 

Trip to a Farm 



Autumn Changes- 
Plant Life 

Leaves-General Study 

Special— EdibleLeaves 

October Fruits 

ReviewProtection and 
Scattering of Seeds, 
Edible Seeds 

Food— Flesh Making, 
Heat Giving 



The Frost-H.Gould 

How the Little Wa- 
ter Drops Ran 
Away FromHome 

The Brook-Tenny- 
son 

The King of the 
Golden River. — 
Ruskin 

Faded Leaves.— 
Gary 



Discovery— Columbus 

Institutional Life ol 
the Indians of East- 
ern U. S. 

Emphasize Food and 
Shelter 

Settlement— Stories of 
Virginia 

John Smith, Pocahon- 
tas 

Food in Colonial Days 



Village of California, 

(Pa.) 
Occupation of the 

People 
HomeExports andlm- 

ports 
Ideas ofMassachusetts 
Manufacturing 
Clothing, Cot ton, Linen 



Review — Preparation 
for Winter by Nature, 
Man, Animals 

Special Study— Stor- 
ing Food 

Roots and Tubers as 
Food 

Beets, Turnips, Pota- 
toes, etc. 

Physiology— The Skin 



Alice 



November 

Cary 

Thanksgiving Po- 
ems.— Whittier 
A Song of Harvest 
The Corn Song 
The Landing of the 
Pilgrims. — Mrs. 
Hemans 
The Mountain and 
the Squirrel— Em- 
erson 



EarlyHistory of Home 
Village 

I ndianLif eHere—First 
Settlers 

Growth of the Town- 
Village Government 

Settlement. — Massa- 
chusetts 

Stories of Colonial 
Children— Pratt 

Thanksgiving--Signif- 
icance and Observ- 



Pi, 
M 
CQ 

u 

Q 



ReviewPlant and Ani- 
mal Life in Cold 
Countries 

"Seven Little Sisters" 
and "Little Lucy's 
Wonderful Globe" 

Fuel— Wood, Coal 

Mining— Mines of Cali- 
fornia (Pa.) 



Water Forms— Snow 
SnowBirds— Sparrows 
Trees—TheEvergreens 
General Study 
The Fir or Christmas 

Tree 
A Piece of Coal 



The North Wind 
andtheSnowPrin 
cess.— Whittier 
Biography and 
Birth-day Observ 
ance 

In School Days 
Christmas Poems 
The Bird's Christ 
mas Carol.— Wig 
gin 



Ideas of theHoly Land 
Manners and Cus- 
toms in Bible Lands 
Jerusalem 
Bethlehem 

Christmas History and 
Customs 

Bible Story of Child 
Life of Christ 
Stories of His Later 
Life and Teachings 



< 
ID 

z 

< 



Weather Observations 

Ideas of Other Lands, 
Greece 

Shelter,General Study 
Our Common Build 
ing Materials, Trip to 
a New Building 

Building a House 



The Stars, Principal 
Constellations 

Water Forms— Ice 

Minerals and Building 
Stones, Mica, Sand- 
stone, Limestone 

Physics — Divisibility 
of Matter 

Physiology-Bones and 
Joints 



Star Myths — Per- 
seus Pegasus 

The Legend of tha 
Dipper 

What Broke the 
China Pitcher 

Snow Bound- 
Adapted 

The Builders- 
Longfellow 

The Wonderful Ar- 
tisian— Greek Sto- 
ries 



Building Materials in 
Other Lands 

Improvements in Our 
Dwellings 

The Greeks— Life De- 
velopment 

Greek Heroes 

History of Greek Art 

Solomon and the Tem- 
ple—Bible 



THIRD YEAR WORK 



IV. NUMBER 



Numbers Twenty-Five to 
Thirty. 

Estimate and Measure Dis- 
tances—inch, foot, yard, as 
units. 

Relation of Lines 

DrawParalleiogramsto a Scale 

Review Number Facts by use 
Nature Problems 

Construct and Repeat Tables 
Throughout Year 



V. LANGUAGE 



Story Telling, Memory Selec- 
tions (through year) 

English Exercises — Nature 
Study, Literature, etc. 

Review Technical Work of 
Previous Grade 

Simple Grammatical Forms- 
Correct Use 

Reading Selections— See text 

Phonic Drill— Rational meth- 
od (through year) 



VI. THE ARTS 



Music — Nature Songs — See text 
Exercises in Major Scale 
(Year) 

Writing — Vertical Daily (Year) 

Drawing — Brush in ink, Illus- 
trative 

FormStudy-Constructive Work 
—Text 

Pictures — "Apollo and Aurora," 
"The Gleaners" 



Numbers to Forty 
Develop New Numbers by 

Illustrations 
Measure Fences, Buildings, 

Campus Yard, rod, ten-foot 

pole as units 
Use of Square Foot, Square 

Yard 
Relations of Measures— Dry, 

Write lable 
Concrete Problems— Values of 

Fruits, Seeds 



Statements-Answets toBoard 

Questions 
Descriptions— Fruit, Leaves 

etc. 
Technical— Break Up Double 

Negatives 
The Comma- Words in a Series 
Reading— "How the Leaves 

Came Down," "How the 

Milk W^eed Seed look 

Wings," etc. 



Music — Autumn Songs 
Drawing — Free-hand, Illustra- 
tive 
Brush andColor — Leaves, Fruits 
Modeling— Fruits, Leaves—Color 

Study 
Constructive Work — Charts 
Pictures-"Grape Eaters," "The 
Fruit Venders" 



Numbers to Fifty 
Draw Plan of School-room to 

Scale 
Map of the Town— California 
Ratios of Numbers — Parts to 

Whole 
Count by Given Numbers 

Throughout the Year 
PupilsMake Problems— Fruits 

Vegetables 
Buy and Sell Clothing Ma 

terials 



Reproduction of Subjects 
Studied 

Dictation- Verb Forms-Grow, 
Grows, etc. 

Correct Use of 'i his, Those, etc. 

Reading — "Story of the Pil- 
grims," "Winter Quarters," 
"Yearly Travelers," "The 
Flax," "The Flax Flower." 



Thanksgiving Songs 

Illustrate "Story of the Pil- 
grims" 

Draw Map of Home Village 

IDesign for Prints — Paint Vege- 
tables 

Charts — Pictures, Illustrative 
Language 

Picture Study — Thanksgiving 
Subjects 



Numbers to Sixty 
Rapid Combination of Num- 
bers 
Subtract by Given Numbers 
Comparison of Magnitudes- 
Rectangles 
Draw Oblong and Square 
Rectangles to a Scale 
Find Areas; State Ratios 
Concrete Problems— Cost of 
Coal; of Transportation 



Descriptive Work-Evergreens, 

Coal 
Paraphrasing— Simple Poems 
Punctuation — Quotations 
Reading-' The Coal Forests," 
"Coal Mining" 
"The Evergreens" 
"Hiawatha's Sailing" 
Christmas Poems (See text) 



Music — Christmas Songs 
Drawing — Plan of Mine, Tools, 

etc. 
Paintings — Evergreens 

Branches, Cones, etc. 
Form Study — Type, the Cone 
Decorative and Constructive 

Work— Gifts 
Picture Study — Madonnas, 

Selected 



Numbers to Seventy 
Continue Separating and 

Uniting Numbers 
Measures of 1 ime-W^riteTable 
Excavating, Cubic Foot, Cu- 
bic Yard 
Problems -Cost of Building 

Materials 
Surface of Bricks, Boxes, 

Rooms 
Multiplication by Two Figures 



Description, Narration— from 
Subjects Studied 

Paragraph as Unit of Com- 
position 

Comma — Explanatory Words 
and Phrases 

Reading-"The Snow Fairies" 
"A Story About Glass" 
How the Sand Became Sand- 
stone, etc 



Winter Songs, Snow Songs, 

Star Songs 
DrawHouse Plan — Scales, Cube, 

Prism, Objects ResembUng 

Types 
Fold and Cut Boxes, Frames, etc 
Wall Paper Designs — Units 
Decoration — Greek Ornament 



I. GEOGRAPHY 



Transportation — Pri- 
mitive and Modern 
Modes, Hudson Riv- 
er — Fulton's Steam- 
boat, Animals Used 
in Transportation 

Wants of Man: Money, 
Ornaments 

Washington City- Im- 
aginary Journey, the 
Capitol, WhiteHouse 
Treasury, Library, 
Mt. Vernon. 



II. NATURE STUDY 



Animal Study— Beasts 
of Burden. Special 
Study the Elephant 

Precious Metals, Gold, 
Silver 

Physics — Ductility; 
Malleability 

Physiology — TheMus- 
cies 



III. LITERATURE AND HISTORY 



Rip Van Winkle- 
Irving 
Hurrah for the Flag 
Paul Revere-Long- 

fellow 
Independence Bell 
The Golden Touch- 
Hawthorne 
Longfellow— Birth- 
day Observance 



Early Modes of Travel 
and Transportation 

Settlement— R e v i e w 
Life of Dutch in Hol- 
land, Henry Hudson, 
Settlement of New 
York Growth of the 
Colony 

George Washington — 
Citizen, Soldier, Pres- 
ident 

Stories of the Revolu- 
tion—Pratt 



Pennsylvania Ideas. 
Position andExtent, 
Physical Features, 
Chief Industries. Im- 
portant Cities, Im- 
aginary Trip to 
Philadelphia 

Manenko— "SevenLit- 
tle Sisters" 



Signs of Spring — Re- 
turn of Life 

Seeds — Germination 

Tree Observations — 
Growth of Buds 

Useful Metals — Iron 
Steel, the Magnet 

Imported Fruits — 
Orange, Lemon, Ba- 
nana 

Physiology — The Cir 
culation 



March— Lucy Lar- 
com 

Easter Poems 

Mother Earth's 
First Child 

The Magnet ' s 
Choire 

The Village Black- 
smith-Longfellow 

The Fiftieth Birth- 
day of Agassiz— 
Longfellow 



Settlement of Penn- 
sylvania, The 
Quakers, William 
Penn 

Settlement of Phila- 
delphia, Early His- 
tory 

Stories of Penns3i- 
vania 



Gardening, Farming 
Louise, Child of the 
Western Forests — 
S LS 
Forests Arbor Day 
Beauty and Uses of 
our Forests, Useful 
Trees, Fruit Trees, 
Nut Trees, Shade 
Irees 



Month Indications — 

Preparation of Soil, 
Tree Observations — 

Leaves, Blossoms 
Tree Products — Tar, 

Turpentine, India 

Rubber, etc. 
Spring Flowers—Blood 

Root, Narcissus 



Thi Story of the 
Seeds-Garden and 
Field 
Planting the Apple 

Tree Bryant 
Apple-seed John— 

L M Child 
Woodman Spare 
That Tree-Morris 
The Palm Tree— 
Whittier 



Growth of Slavery 
Abraham L i n c o 1 n — 

Review Early Life, 

Soldier, Citizen, Pres- 

ident. 
Secession, and War 
The Bible Story of 

Easter 



Weather Observations 
Continued 

Irrigation— Causes and 
Effects 

Ideas of Other Lands 
"Little Lucy's Won- 
derful Globe" 1 

Birds of Other Lands 

Birds Valued for Food, 
for Plumage 



Spring Life - 
Blooming Flowers. 
Dandelion, Violet, 
Returning Birds 

General Study 

Special, Oriole, Swal- 
low 



Waiting for the 
May- M Douglas 

Summer is Coming 

The Yellow Violet, 
Robert of Lin- 
coln—Bryant 

How the Robin 
Came— Whittier 

Sleep, Soldier, 

Sleep— Parker 

OurHeroes-Phoebe 
Cary 



May Day Customs inj 
Other Lands, Eng- 
land, Sweden 

Significance of Mem- 
orial Day, Special 
Observance of the 
Day, Grand Army 



IV. NUMBER 



Numbers to Eighty 
{Areas of Rooms Continued 

Problems— Painting, Plaster- 
ing, Furnishing 

Teach Cubic Measure 

Measures of Weight— Troy, 
Ratios 

Gold and Silver Coins— United 
States Money 

Roman Numerals— Distin- 
guish and Apply 



V. LANGUAGE 



Dictation and Reproduction 
Continued 

Paragraph Study Continued 

Possessives. Name and Action 
Words 

Reading — Selections About 
Animals; Selections Con- 
cerning Gold 

Stories of George Washington 



VI. THE ARTS 



National Songs 
Illustrate "Rip Van Winkle" 
Ink Brush Drawing— Animals 
Make Valentines and Envelope 
Decorate Book Covers, Pictun 

Frames 
Pictures— Chart — Washington 

Longfellow, etc. • 



Numbers to Ninety 

Differences in Dates 

Problems— Seeds, Imported 
Fruits 

Make Bills, Addition of Higher 
Numbers 

Values of Iron and Steel 

Notation of Numbers— Hun- 
dreds, Hundredths 

Decimals, Cubic Measure 



Description— Imaginary Trips 

Oral and Written Impersona- 
tions 

Conventional Forms— Letter 
Writing, Study of Abbre- 
viations 

Reading— Spring— "The Lilac 
Twig," "Spring in theApple 
Tree," etc. 



Music--Spring Songs 
Study Type Form— TheCylinde 
Draw Twigs Showing Buds 
Model and Paint Importec 

Fruits 
Make Border Patterns— Twig 

Buds, Charts 



Numbers to One Hundred 

Areas— Garden Beds, Walks, 
Number of Plants 

Planting an Orchard— Tree 
Products 

ContinueRapid Combinations 
of Numbers 

Exercises in Operations Mas- 
tered 

Teach Short Division 

Continue Notation and Num- 
eration 



Description of Trees 

Impersonations 

Sketches of Lincoln 

Notes of Invitation, (Arbor 
Day Ex.) 

Words Which Describe— Ex- 
panding 

Rhyming, Capitalization of 
Poetry 

Reading— Stories of Trees, 
T>incoln 



Easter Songs, Arbor Day Song 
Draw Easter Emblems 
Mold Ovoid, Easter Emblems 
Illustrate" Woodman SpareTha* 

Tree" 
Draw Plan of Garden 
Picture Study. Charts 



Application of Pkinciples 

Considered 

Concrete Problems— Use of 

Familiar Numbers 
Measure with Familiar Unit? 
Compare Magnitudes 
Construct and Repeat Tables 

—Complete 
Teach Simple Percentage 
Roman Numbers to C 



Reproduction and Class Criti- 
cism 

Dictation Exercises C o n - 
tinned 

Application of Principles 
Considered 

The Dash, Exclamation Point 

Reading— Selections Concern- 
ing Birds— Flowers. "The 
May Basket," "The Pea 
Blossom" 



Bird Songs. Memorial Songs 
Illustrate "The Sandpiper"— ( 

Thaxter 
Paint Flowers— Dandelion, Vic 

let 
Original Designs— Floral Borde 

Patterns 
Pictures— Millet— "Feeding He 

Birds," "Feeding Her Chick 

ens," "The Sower." 




"The lands are lit 
With all the autumn blaze of golden rod 
And everywhere the purple asters nod 
And bend and wave and flit." 



I GEOGEAPHY 

[Note. — The familiar phenomena and general earth 
facts here presented are not too difficult for third grade 
pupils. If it is thought best, however, part of this 
work may be deferred until the fourth year.] 

Throughout the previous years of the child's school 
life, through the study of nature at home, he has been 
gradually led to the beginning of geography. From 
"Seven Little Sisters," "Eobinson Crusoe," etc., he has 
already acquired much knowledge of "The Ball Itself," 
and has received ideas of many far-away peoples and 
places. England, the early home of the Pilgrims, is to 
him simply "across the ocean." With places and region 

19 



20 THE THIKD SCHOOL YEAR 

of Bible lands, too, he has long become familiar, though 
his impressions are somewhat vague. It will be the 
purpose of the work of this year : 

1. By deductive and inductive study to enrich the 
child's conception of the earth as a whole. 

2. To aid him by inductive study to receive general 
ideas of the geographical elements, as hill, river, etc. 

3. To continue the study of racial types. 

4. By subject matter selected from the child's en- 
vironment, to show how his wants are supplied. 

5. To lead him to see, also, that man must work 
for his living, and is dependent upon his fellow man. 

The Earth as a Whole 

The study of the work of heat will review evapori- 
zation and condensation. 

The Earth. 

1. Form; size. 

a. Use globe in teaching the spherical form of 

the earth. 

b. Shape of horizon; apparent shape of the sky. 

c. Distances seen from elevations. 

d. Why we know the earth is spherical. 

2. Continents and oceans; land and water. 

a. Show by the globe the distribution of these. 
h. Locate our position relatively. 

3. Describe hot regions of the equator. 

4. Eeview plant and animal life in hot countries — 

readings from "Seven Little Sisters." 



SEPTEMBER 21 

The Sun-Light axd Heat 
Light. 

I. Sources. 

What do children know of sources of light? 

1. Natural light — sun light, moon light, star 

light. 

2. Artificial light — fire light, gas light, elec- 

tric light, candle light. 
II. Where the sun seems to rise and set. 
III. Comparative size of the earth and sun. Illustrate 

b}^ a circle one-half inch in diameter and one 

fifty-four inches in diameter. 
IV. The work of the sun. 

1. Gives light and heat. 

2. Makes plants grow. 

3. Causes winds to blow. 

4. Gives currents of electric power. 

5. Has given us coal. 

Heat. 

I. Sources. 

1. The sun. 

2. Friction — recall work of previous year — the 

Indians, Crusoe. 

3. Chemical changes — illustrated by unslaked 

lime and water. 

4. Combustion — illustrated by burning of fuel. 
II. Effects of heat. 

1. Changing liquids to gases. 

2. Changing solids to liquids. 

3. Expansion of bodies. 

III. Effects of heat and dampness upon vegetation. 



22 THE THIED SCHOOL YEAR 

Weather Study 

During the 3'ear have the children make daily 
weather observations. Ask them to record these ob- 
servations in note books and at stated times make sum- 
maries. Ask suggestive questions concerning various 
water forms — dew, fog, clouds, etc. Question con- 
cerning frost, snow, freezing; direction of the wind; 
thermometer readings. Each month make a black- 
board diagram to be used as a weather chart. 

II NATUEE STUDY 

Eecognizing the fact that the child is always inter- 
ested in everything which has life and grows, and that 
from the actual, his own little world, he has already 
learned his greatest lessons, it will be our effort, 
through the study of nature, to keep him in close con- 
tact with the things which are so closely related to his 
past experiences. Before this love for nature, this 
sympathy with all about him becomes educated out of 
the child, before he comes to be out of tune with the 
birds, the bees, and the flowers, we aim to cultivate and 
strengthen this interest by systematic study, giving him 
facts which are real and alive, and have some reference 
to his own life. 

While undue importance must not be given to classi- 
fication and terminology, even in this grade it is neces- 
sary that every line of work begin with some observa- 
tion and work towards a generalization. Agassiz said : 
"Study the fish." So the child, instead of studying 
about the object, must in each case see, handle, and 
examine the thing for himself, this observation being 



SEPTEMBER 23 

directed by the teacher that it may not become chaotic, 
but may lead to the discovery of a general law. 

Of the many advantages of this study, one of the 
greatest, perhaps, is the habit of close observation 
which results from this careful training; for to him 
who will investigate the earth yields up her secrets, 
each rock giving its fragment of history and every 




DAISIES 

little flower telling him its life story. Instead of the 
sealed volume, the whole realm of nature becomes his 
open book, and the lessons nature imparts will enrich 
him with a fulness of life unknown to one whose life 
has become warped by dry facts and memory materials. 
The selection and arrangement of subject matter 
adapted to this particular grade, and the methods of 



24 THE THIED SCHOOL YEAR 

instruction, will be considered during the work out- 
lined for the different months. From the abundance 
of material available at the different seasons of the 
year, choice has been made of that deemed best adapted 
to help to a clear understanding of the central thought 
of the year's work in geography. 

September Flowers 

Lead the pupils to tell of the flowers studied in the 
spring. Encourage them to talk freely about their 
summer flower gardens. Flowers now blooming. Field 
excursions to study flowers in their natural environ- 
ment. Ask the pupils to bring in flowers for class- 
room work. ■ Have them collect flowers belonging to the 
sun-flower family — -daisy, aster, golden rod, etc. 

After these specimens are pressed .and mounted, place 
them on a chart. 

For special study the clover has been selected. Use 
other composite flowers for comparative study. 

Review work of the previous year. 

For definite aims have : 

1. The recognition of more -varieties. 

2. The study of the special work of the parts of 

the plant. 

THE CLOVER 

The children will have abundant opportunity to study 
this bright, attractive flower in its environment. Have 
them bring specimens into the class-room for investi- 
gation. Lead the pupils to examine these specimens 
^nd observe the facts of form, color, etc. Ask them to 



SEPTEMBEK 25 

describe the flower as it looks to them. How does it 
differ from others studied ? 

The clover, like the dandelion, is a composite flower. 
The pretty rose-red cluster is made up of small tube 
flowers. Why are so many of these little flowers crowded 



V 








.^ 


UM.:^f' 



STUDYING THE CLOVER 



together in a dense head ? If each little flower grew 
alone, would it be very fragrant? What insects have 
you seen visit it? Why? To what flower did they go 
next? How insects aid the farmers. 

I. General appearance — where found 
season. 



blooming 



26 THE THIED SCHOOL \EAK 

II. Parts. 

1. Eoot — fibrous. 

2. Stem — length — branching — appearance inside 

and outside. 

3. Leaves — number of leaflets in the compound 

leaf — color — size — veining — arrangement. 

4. Flower — where placed — number on stem — 

comparison of those on small and large 
branches — form — color, etc. 

5. Seed — appearance — how protected and how 

sown — market value. 

III. Kinds of clover. 

IV. Uses. 

Food for cattle. 

Furnishes nectar for insects. 

Used as fertilizer when plowed under. 

Blossoms are used as medicine. 

V. Harvesting and marketing. 

For comparative study use the daisy and the sun- 
flower. Here tube flowers form the center of the head 
and strap flowers make up the outside. 

The dandelion, which illustrates the third way in 
which the flower head is made up, will be studied 
during the spring months. Here the little flowers are 
all strap flowers. 

INSECTS 

Recall what children know of insects — their general 
plan of structure. Lead pupils to discuss the main 
characteristics of those studied the previous year — ant, 
butterfly. 




TTU^. 



t3iAAtter|^ 





iLiUi^ 



INSECTS 



28 THE THIED SCHOOL YEAR 

DETAILED STUDY OF THE BEE 

General plan of work. 

I. Purjjose — To teach structure, physiology and 
domestic economy of bees. 
II. Materials — Bees, wax, hone3'-comb, pictures, black- 
board drawings. 
III. Teaching Suggestions. 

Pupils are already interested in this remarkable 
insect. Lead them to speak of its form, general struc- 
ture, size, habits. How does the bee get honey from 
the flowers? Necessity for long tongue or proboscis. 
Show need of sharp instruments — jaws or mandibles — 
to snip open small flowers, lesser jaws or maxillse. 
Direct attention to antennae or feelers. Xecessity of 
good eye-sight. Two compound eyes, supposed for 
seeing things at a distance; three or four eyes or 
ocella in the top of head. 

Show adaptation of parts of the chest or thorax. 
Number of wings; how fastened together. 

Use of, stiff hairs on the legs of bees — ^lielps them 
to get the pollen or bee bread. Need, of vessel to hold 
it. Pocket in hind leg called bread basket. Hairs on 
foot make the pollen brush. Structure of the sting — 
two lances or darts — "sword," sheath for it when not 
in use — connected with poison bag. 

If opportunity offers, have the children observe the 
interior of a bee-hive. 

Lead them to discover interesting facts — how the 
w^orkers make a new queen : how they make wax ; feed 
the young; how they live through the winter. Have 
pupils note shape and structure of the comb. Why do 



SEPTEMBER 



29 



the bees store the honey in a great many small cells, 
rather than in a few large ones ? 
IV. Blackboard outline. 

After the presentation of the material, make an 
outline upon these subjects: Description; kinds of 
bees; habits of hive-bees; uses. 

Description : — Main parts : head, thorax, abdomen. 



Eyes 



Head 



Thorax 



Abdomen 



compound, 
simple. 
Feelers or antennse. 

i mandibles, 
maxillae, 
proboscis. 
Wings, — two pairs. 

i thigh, 
Legs, — three pairs — parts J shank, 

I foot-brush. 
Rings, 
Sting. 



Information upon growth and habits of the bee. 

There are three kinds of bees in each swarm. 

The queen bee is larger than the others and is ruler 
of the hive. She may live several years. She has a 
sting. Her chief work is to lay eggs; she gathers no 
nectar or pollen. 

The worker bee is the smallest of the bees. They 
are found in the greatest numbers, forming about nine- 
tenths of the swarm. They perform all the labor. 
They live about six weeks, though they may live six 
months through the winter. 



30 THE THIKD SCHOOL YEAE 

The drone is distinguished by his thick body, round 
head, and flattened shape. The drones are few in 
number. They produce neither wax nor honey, but live 
off the labor of the workers. They live about four 
months. 

The bee passes through distinct changes from early 
life to maturity. Compare the butterfly and other 
insects studied. The worker bee feeds larva for ten 
days, then closes the cell with wax. It stops eating; 
spins a cocoon or a kind of silk lining for its cell; 
passes into a state of inactivity, and in about a week 
comes out of its prison in its perfect form — about the 
twenty-first day of its existence. 

The comb is built from above downward. It is built 
of wax made of nectar which the workers eat, and 
consists of thin partitions which enclose hexagonal cells. 
These cells are built partly as nurseries for the young 
and partly as store-houses for honey. Wax is trans- 
ferred from the underside of the abdomen by the legs 
and the jaws to the place of building. 

SPECIAL POINTS 

Sagacity of the bee — builds cells in the form of a 
hexagon. This affords the greatest space for each cell 
with the same quantity of materials. 

The bee flies in a straight line — "bee-line." It rises 
with circular flight into the air, seemingly to get the 
direction — darts forward, and never fails to arrive at 
its own home. 

Bees use their wings as fans; seen at the door of 
the hive flapping their wings in order to circulate the 
air through the hive. 



SEPTEMBEE 31 

It is thought they use their antennse as a means of 
conversation; to hear and to smell with. 

The bee visits only one kind of flower during the 
day. It is supposed the eyes in the top of its head are 
to help it find its way out of a flower. The bee makes 
the plants bear more fruit. Its most important work 
is the fertilizing and cross-fertilizing of flowers. 

John Burroughs says: "Honey is a product of the 
bee. What she gets from the flowers is mainly sweet 
water or nectar; this she puts through a process of 
her own, and to it adds a minute drop of her own 
secretion, formic acid. It is her special personal con- 
tribution that converts the nectar into honey." 

Extraordinary qualities which raise bees above other 
insects : 

Disposition to social union. Cooperation in labor 
for the welfare of the community. Attachment to 
hive, courageous defense against intruders. Affection 
for the queen, attend upon and supply her wants. Ten- 
der care for their young — collect and bring in pollen 
and nectar to feed their young ; brood and defend them. 

THE WASP 

Study the wasp in a similar way, though not so 
much in detail. Compare the general structure with 
that of the bee. 

Wasps, too, build for large societies. Like bees, they 
have queens and workers. The queens work and have 
no special ruling power. 

Wasps build their houses of paper, which they make 
chiefly of the fibre of wood. They chew the fibre; work 
it into balls, and carry it to the place of building. 



32 THE THIED SCHOOL YEAE 

There they roll these balls into thin sheets, out of which 
they make six-sided cells. The wasp is the oldest 
paper-maker known. 

GENERAL HEALTH LESSONS 

Have conversations upon "Our Body and How We 
Live." 

Impress upon pupils the importance of taking proper 
care of their bodies. 

Eecall something of the work in this line during the 
previous year. 

Discuss care of eyes, teeth, and skin. 

Hygiene of eating, drinking, and breathing. 

Ill LITEEATURE AND HISTORY 
Literature 

In the whole domain of education there is no greater 
indication of progress than the giving of the world's 
best literature to the children in our public schools. 
Like Goethe, our educators are beginning to feel that 
only the best is good enough for children. 

In selecting those literary materials which, it is 
believed, are such an important factor in enriching and 
beautifying the life of the child, choice must be made 
only of those classical masterpieces which are best 
adapted to enlarge the child's whole mental and spirit- 
ual horizon. 

As to subject matter our best educators say that the 
literature of the ancient Persians, Greeks, Norse, being 
the expression of the childhood of the race during the 



SEPTEMBEE 33 

time when its thoughts were concentrated upon the 
objective^ is best fitted to the child nature. 

In accordance with the belief of our best teachers, 
these selections must be classical masterpieces. And 
as each selection is a unit — an artistic whole — they 
must be given, not in fragments, but^as wholes. 

In the work for the year, while due importance is 
attached to the value of the classical myth and the well 
selected fairy tale in stimulating the child mind, it has 
been deemed wise to give a line of work adapted to the 
children, selected from our American writers. As a 
matter of patriotism children cannot too early be led 
to appreciate their country's noble language and its 
priceless literature. 

GENERAL SUGGESTIONS 

1. Let the chief aim be to have the children know 
and love good literature. 

2. Make the study a means of giving the child noble 
and beautiful language. 

3. Assist him to gain the power to idealize — to cul- 
tivate his imaginative power. 

4. Secure thoroughness rather than rapidity. 

5. Know the one thing to teach and teach it. 

6. Present the story to the children in an oral form, 
thus making it more of a reality to them, causing them 
to see and to feel its conditions more vividly. 

7. When the expression is most beautiful give choice 
bits of the selection in the words of the author — read it. 

8. Assist the pupils to a careful interpretation of all 
the poems used for intensive work. 

9. Kequire the memorizing of extracts and suitable 
poems. 



34 THE THIBD SCHOOL YEAR 

THE THREE GOLDEN AYFLES— Hawthorne. 

This classical story is selected for this time as it is 
the story of Atlas holding the world on his shoulders, 
and is in a way connected with the work in geography. 
While the underlying thought is the importance of 
overcoming difficulties, real or imaginary, a close study 
will reveal many beautiful subordinate truths unnoticed 
by the casual observer. As the pupil with intense 
interest follows the adventures of the mighty hero, 
Hercules, aid him to make these lessons of duty, 
courage, helpfulness, and perseverance a part of his 
own life experience. 

I. Material — Story as found in the "Wonder Book,'' 
to "The stranger seemed impatient." 
II. Teacher's preparation. 

1. Discovering the generalization or underlying 

truth. ♦ 

2. Analysis into topics. 
Iniroduction. 

a. Place — where — direction. 

h. Early attempts to find the fruit. 

c. The dragon. 
Development. 

d. Hercules — his wanderings through Italy, 

appearance, dress, sayings, and character. 

e. His further attempts to find the Garden of 

the Hesperides. 
/. The maidens — interview — their occupation, 

warnings. 
g. Hercules recounts his early experience. 

3. Adaptation of the story. 



SEPTEMBER 35 

III. Suggestions for presentation. 

Introduce the lesson by means of a preparatory dis- 
cussion. Call clearly to mind the pupiFs past thoughts 
and experiences which are related to the topic in hand : 
such older ideas as will assist the understanding of the 
new. Thus secure the interest of the child and prepare 
the foundation for the new lesson. What do pupils 
know of far-away places, especially Greece? What of 
the Greeks, Ulysses, and other heroes studied the pre- 
vious year? 

Present the story orally, a portion each day. Develop 
the meaning of new words and phrases. Ask questions 
to bring out significant thoughts. Aid the children to 
see the main characters and incidents in the story, and 
the less important features in their proper relations. 
Develop judgments as to the right or wrong of certain 
actions. Draw contrasts and comparisons. Lead the 
children to form conclusions concerning the character 
of Hercules. By skillful questions lead them to formu- 
late the generalizations. The application is suggested 
in the introductory paragraph. 

GENERALIZATIONS 

1. Hercules did his duty m obeying Jupiter. 

2. The flower maidens treated him very kindly. 

3. He did not turn back when the maidens told him 
of the dangers in the way. 

4. Hercules overcame all the giants on the way. 

5. He was willing to do a favor for Atlas. 

6. Atlas was not truthful, and he was punished for 
shifting his burden upon Hercules. 



36 THE THIKD SCHOOL YEAK 

7. Hercules was rewarded by obtaining the golden 
apples. 
Stories. 

The Three Golden Apples. — Hawthorne. 

Apollo and Aurora. — Sun Myths. 

Clytie. — Cooke's Nature Myths. 
Poems. 

The Daisy. The Busy Bee.— Nature in Verse. 

The Four Sunbeams. 

The New Moon. 

Great, Wide World. — Stepping Stones to Litera- 
ture. 

FOUR SUNBEAMS 

Four little sunbeams came earthward one day, 
Shining and dancing along on their way, 

Eesolved that their course should be blessed. 
"Let us try," they all whispered, "some kindness to do, 
Not seek our own pleasuring all the day through. 

Then meet in the eve at the west." 

One sunbeam ran in at a low cottage door, 

And played hide and seek with a child on the floor. 

Till the baby laughed loud in his glee, 
And chased with delight his strange playmate so bright, 
The little hand grasping in vain for the light 

That ever before them would flee. 

One crept to the couch where an invalid lay, 
And brought him a dream of a sweet summer day 
Its birdsong, and beauty, and bloom; 



SEPTEMBEK 37 

Till pain was forgotten and weary unrest; 
And in fancy he roamed through the scenes he loved best 
Far away from the dim^ darkened room. 

And one where a little blind girl sat alone, 
Not sharing the mirth of her playfellows, shone 

On hands that were folded and pale. 
And kissed the poor eyes that had never known sight, 
That never would gaze on the beautiful light 

Till angels had lifted the veil. 

One stole to the heart of a flower that was sad, 
And loved and caressed her until she was glad. 

And lifted her white face again. 
For love brings content to the lowliest lot. 
And finds something sweet in the dreariest spot; 

And lightens all labor and pain. 

At last when the shadows of evening were falling. 
And the sun, their great father, his children was calling. 

Four sunbeams sped into the west. 
All said, "We have found that in seeking the pleasure 
Of others we fill to the full our own measure." 

Then softly they sank to their rest. 

— Selected. 

SEVEN TIMES ONE 

FROM "songs of SEVEN " 

There's no dew left on the daisies and clover, 

There's no rain left in heaven ; 
I've said my "seven times" over and over. 

Seven times one are seven. 



38 THE THIRD SCHOOL YEAR 

I am old, so old, I can write a letter, 

By birthday lessons are done. 
The lambs play always, they know no better, 

They are only one times one. 

moon, in the night I have seen you sailing 
And shining so round and low. 

You were bright, ah bright, but your light is failing — 
You are nothing now but a bow. 

You moon, have you done something wrong in heaven 
That God has hidden your face? 

1 hope if you have you will soon be forgiven, 
And shine again in your place. 

velvet bee, you're a dusty fellow. 

You've powdered your legs with gold ! 
brave marsh marybuds, rich and yellow. 

Give me your honey to hold. 

columbine, open your folded wrapper. 
Where two twin turtle-doves dwell ! 

cuckoo-pint, toll me the purple clapper 
That hangs in your clear green bell ! 

And show me your nest with the young ones in it; 
I will not steal them away; 

1 am old, you may trust me, linnet, linnet — 
I am seven times one to-day. 

— Jean Ingelow. 



SEPTEMBER 39 

THE DAISY 

"The daisy is the meekest flower 
That grows in wood or field; 
To wind and rain, and footsteps rude, 
Its slender stem will yield. 

"In spring it dots the green with white, 
And blossoms all the year. 
And so it is a favorite flower 
With all the children dear. 

"Before the stars are in the sky 
The daisy goes to rest. 
And folds its little shining leaves 
Upon its golden breast. 

"So children when they go to bed 
Should fold their hands in prayer, 
And place themselves and all they love, 
In God's protecting care." 

Spake full well in language quaint and olden, 
One who dwelleth by the castled Ehine, 

When he called the flowers so blue and golden, 
Stars, that in earth's firmament do shine. 

— Longfellow. 

Along the river's summer walk 
The withered tufts of aster nod. 

And trembles on its arid stalk 
The hoar plume of the golden rod. 

— Whittier. 



40 THE THIKD SCHOOL YEAR 

Then doth thy sweet and quiet eye 
Look through its fringes to the sky. 
Blue — blue^as if that sky let fall 
A flower from its cerulean wall. 

— Bryant. 

The gentian's bluest fringes 

Are circling in the sun; 
In dusty pods the milkweed 

Its hidden silk has spun. 

—E. H. 

"Now nature, prodigal of gold, 
Inverts her horn o'er meadow lees, 
And golden rod waves in the breeze." 

A little sunbeam in the sky 
Said to itself one day : 
"I'm very small, but why should I 
Do nothing else but play? 
I'll go down to the earth and see 
If there is any work for me." 

— Selected. 

"Kind words are little sunbeams 
That sparkle as they fall; 
And loving smiles are sunbeams, 
A light of joy to all." 

"The honey-bee is hard at work; 
Children, come and see ! 
The pretty brown and yellow bee 
In the clover worketh he, 
Oh ! how merrily !" 



SEPTEMBEK 41 

THE BEE 

Among the daisies all astir 

Observe the belted rover. 
The merry little mariner 

That sails the seas of clover. 

Whene'er a shower falls, pell mell 

Upon the seas of clover, 
He flies into some flower-bell, 
And waits until it's over. 

— Selected. 

HISTORY 

History and literature are kindred subjects and can- 
not be widely separated; and, as one expresses the real 
side of life and the other the ideal, both are closely 
related to human experiences. 

In discussing the relative value of studies, Mr. Mc- 
Murry, in his "General Method," places history at the 
head of the list. He shows us that in the "real studies," 
history and literature, we have abundant material to 
aid us in the important work of moral character build- 
ing — that here the child coming in contact with the 
conduct of persons whose lives illustrate right actions, 
has moral object lessons furnished to him, and as a 
result of the moral judgments which he is compelled to 
give, there arises that which is so vital, a favorable 
disposition toward the right. 

In selecting historic, as well as literary subjects, it 
is our aim to choose only those things which make the 
thought of right and truth and character a vital element 



42 THE THIRD SCHOOL YEAR 

in the life of the child, that while that life is being 
enriched, it may also be uplifted. 

In considering history, the life development of a 
people, educators recognize three historic units ; the life 
of the individual, the community, and the nation. For 
this year we continue the study of the first by means 
of the biography of great historical characters. With 
the lives of these men as centers we reach out into the 
community of which they formed a part, thus consid- 
ering the second historic unit and preparing for its 
more exhaustive study in the intermediate grades. 

The lines of institutional development will be indi- 
cated in the suggestions for October. 

While teaching the earth as a sphere, by means of 
the sun myths give the pupils some knowledge con- 
cerning the beliefs of the ancient Greeks, with reference 
to the form of the earth. 

The children can .understand something of the lack 
of geographical knowledge at this time. Call attention 
to the lack of books, and study the development of the 
book. Here much use will be made of illustration, 
concerning which more will be said in the work on arts 
for this month. 

THE STORY OF THE BOOK 

I. Before paper was made. 

1. The cairn — a pile of stones by the sea. 

2. Oral traditions. 

3. Early writing materials — sand, stone, bricks, 

bark, etc. 

4. Hieroglyphics chiseled upon Egyptian monu- 

ments. 





STORY OF TPIE BOOK 



44 THE THJED SCHOOL YEAE 

5. Tablets of wax for letters and note books — 

stylus. 

6. Indian picture-writing. 

7. Parchment — skins of goats, lambs, and calves. 

The scroll. 

8. Manuscripts engrossed and illuminated by the 

Monastic scribes. 
II. Our first paper — papyrus. 

First paper probably made in Egypt from papy- 
rus, a kind of reed which grew on the banks 
of the Nile. 

Term paper derived from papyrus. 

Character of reed — preparation for use. 

III. The wasp a paper maker. 

Connect with the study upon insects. 

IV. Paper making by man. 

From the wasp man learned to make a pulp, to 
moisten it and let it dry and harden. Ex- 
perience has taught him many improve- 
ments. 

1. Materials — cotton and linen rags, wood, straw, 

and waste paper. 

2. Preparation — sorting, cleansing, and tearing 

rags. 

3. Process — making pulp, beating, adding clay 

and coloring matter. 
Draining pulp and pressing into paper. 
Show pupils the picture chart of paper making. 
V. Kinds and uses of paper. — Make a chart of dif- 
ferent kinds of paper. 
VI. Invention of printing — printing press. 

Instead of a trip to a press we brought the school 



SEPTEMBER 45 

press into the room. The children were 
delighted when a practice teacher printed 
some of their names. 
VII. Books, newspapers. 

IV NUMBEE 

"Number has its origin in measuring, and is the 
expression of a ratio obtained by comparison." 

Our work for the year is planned in accordance with 
the belief that the child gains his number ideas by 
means of measuring quantity. This work is concerned 
with the mastery of numbers from twenty-five to one 
hundred, and includes facts of numbers obtained by 
comparison of magnitudes, notation of numbers through 
hundreds and hundredths, fundamental operations, con- 
struction and use of tables, concrete problems growing 
out of nature study, geography, etc. 

It is our aim to recognize the child's intelligence by 
giving him definite ideas as to why he is to perform 
certain operations — to have him understand the motive 
— the necessity for the process. On the part of the 
child, therefore, the number work will be largely inci- 
dental, while on the part of the teacher the most careful 
preparation will be necessary that sufficient opportunity 
may be provided for this incidental work. 

In all the number teaching for the year give the child 
full opportunity to develop by means of his self-activity. 
Eequire him to make and illustrate problems — to 
measure and construct. Lead him to make discoveries 
for himself. 

During this month, before developing the numbers 
from twenty-five to thirty, inclusive, provide frequent 



46 THE THIED SCHOOL YEAK^ 

occasions for the child's use of the number facts which 
he has already acquired, as by constant use only will 
they become a permanent part of his mental content. 

Preparatory to the home geography or field w^ork, 
give much practice in estimating distances. Have pupils 
correct these estimates by actual measurements, using 
the inch, foot, and yard as units. For this preliminary 
work let them measure objects in the school room — 
books, desks, blackboards, etc. 

The children have had many exercises in finding areas 
of rectangles. Continue this line of work; during the 
first weeks they may divide the figures into the required 
units of measurement to find the area. How many rows 
of square inches? How many in one row? etc. From 
these exercises lead them to formulate the generalization 
or rule for finding the area. 

By using units of measure, with which the children 
are already familiar, let them find and make formal 
statements of these ratios. 

Relation between: 
An inch and a foot; 
Foot and an inch; 
Foot and a yard, etc. 

Draw the line a, 28 inches long; h, 21 inches long; 
6% 14 inches long; d, 7 inches long. 

Find the relations. 

DEVELOP NEW NUMBERS 

1. Teach the number as a whole; emphasize the 
whole. 

2. Find all possible relations. 

3. Separate into parts. 



SEPTEMBEK 47 

4. Ee-unite to form the original whole.- 

5. Apply number ideas to concrete problems. 

V LANGUAGE 

Trench says: "The love of our native language is 
the love of our native land, expressing itself in one 
direction." 

One of the most hopeful signs of the times is the 
recognition of the need of more efficient teaching of 
English in our elementary schools. Many of our best 
schools are now coming into harmony with modern ideas 
on this suoject, so that this has already been spoken of 
as the Golden Age of English. 

It should be the earnest purpose of each teacher to 
assist her pupils to speak and to write their own lan- 
guage clearly, concisely, fluently, accurately, and orderly, 
thus giving to our boys and girls a sense of power and 
mastery which will enable them to lead more helpful 
and more useful lives. In fact, the teacher can perform 
no better service for the pupil than to instil into his 
mind a love for clear, correct, perfect English. 

Here, too, reform must begin in the lower grades. 
The memory of the child is very retentive. He is sus- 
ceptible to new words and sounds and will learn, even 
a foreign language, in a short time. Begin early to 
acquaint him with the beauties and the possibilities of 
his own tongue. The child acquires language by imita- 
tion. You now become his model, and happy for him 
if your language is clear, accurate, and beautiful. 

In these early years let the chief aim be to secure 
fluency of expression. To secure this end the work of 



48 THE THIED SCHOOL YEAR 

conscious vocabulary building must be carried on 
earnestly. 

That the newly-acquired words may become perma- 
nent possessions, give constant practice in speaking and 
writing. Let the material for all language work grow 
out of the other branches of subject matter — nature 
study, history, literature, etc. Order — first the thought, 
then the oral expression of it, and then the written 
expression. 

In the work outlined for the different months varied 
lines of language work w411 be indicated. Some general 
suggestions will be given at this time. 

SUGGESTIONS 

1. Interest the pupil in his own language; lead him 
to form a correct language habit. 

2. Lead the child to drop the incorrect expression 
which he uses and to substitute good English. 

3. Make reproduction a profitable exercise by using 
it rightly. 

4. Avoid that common expression of the school 
room, "Now tell it in your own words." 

5. While aiming to secure fluency of speech, attend 
also to the sentence structure; emphasize the sentence 
as the unit of thought. 

6. Develop new and interesting thoughts concerning 
the material used for nature study. 

7. In addition to the memory poems have the chil- 
dren commit choice bits of prose and little gems of 
poetry — they put idioms of good English into the mind. 

During this first month of school work give much 
time to oral language. Connect the home life of the 



SEPTEMBER 49 

cliild with his school life by giving him opportunity 
to talk freely of what he has seen and done during the 
summer. 

The field excursions and school room nature study 
have given him abundant concrete material for thought. 
Lead him to report upon his out-door observations, and 
to interpret the results of his investigations upon the 
plants and insects studied in the school room. 

For oral reproduction use chiefly the story of the 
^'Three Golden Apples;" after it has been presented 
orally. Insist that the story be well told. The various^i 
elements of the story should be given their relative 
importance, and the connective links should not be 
forgotten. Insist that the pupils have some elements of 
beauty in the language used. Suggest to them words 
and phrases which will better express the meaning. 
Aim to have the child become more free in oral expres- 
sion. When fluency is the end in view, do not correct 
at that time. Give ideas of clearness, smoothness, and 
order in the sentences themselves. 

Give practice in writing sentences. Let the state- 
ments be the answers to the questions written on the 
board concerning lessons which have been presented. 
Give careful, but kindly, criticism. When necessary, 
have these exercises re-written. 

THE CLOVER 

Pupils write answers. 

1. Where have vou seen clover o-rowing? 

2. When does it bloom? 

3. Tell all you can about the root. 

4. What can you say about the stem? 



50 THE THIRD SCHOOL YEAR 

5. How many leaflets usually make the compound 
leaf? 

6. Describe the flower, and tell why there are so 
many little flowers on the flower head. 

7. What insects have you seen visiting the clover ? 

8. Tell something about the use of clover. 

THE THREE GOLDEN APPLES 

It is said a tree once bore apples. This tree 

grew a long time ago in the of the Hesperides. 

It was guarded by a terrible with a hundred 



Only of these heads slept at a time. A 

young hero went to these golden . He 

met some beautiful who were flowers. 

The maidens warned him of the in the way 

and told him to . 

The stranger crushed a with his mighty 

to show the maidens how he 



was. 

He then told them the of his life. 

READING 

"Eeading is thought getting and thought giving." 
Impression must first be made upon the mind and heart 
of the reader, as no one can express to others that 
which he does not know and feel himself. 

That children may grasp the sense of what they read, 
they must have the ability to recognize words and their 
meanings readily. It becomes necessary, then, to have 
two distinct aims in reading — word getting and thought 
getting. 

As reading and literature both deal with the inter- 



SEPTEMBEK 51 

pretation of discourse, they are in a measure identical. 
Here, too, as in literature, the complete selection, the 
classical unit is the desirable one. 

So far as is possible, the selections relate to other 
branches of subject matter. 

Three courses of reading have been prepared for the 
children. One line of work is for regular class room 
exercise, the lessons having been prepared by the pupils. 
This is supplemented by frequent exercise in sight read- 
ing. A second course consists of selections to be read 
to the pupils. The third course is selected books to be 
read by the pupils: 

"Fables and Folklore." — Scudder. 

"Alice in Wonderland." 

Stories from "Colonial Children." — Pratt. 

1. Secure distinct enunciation and correct pronun- 
ciation by devoting time to voice culture and phonetic 
drill. 

2. Give the pupil power to become independent in 
determining new w^ords. 

3. Remember that" saying words is not reading. 

4. By means of sight reading, assist the child to 
cultivate quickness and accuracy in grasping new 
thoughts and forms. 

5. Assist the pupil to read sympathetically, and to 
realize in himself somewhat of the spirit of the author. 

6. Let the child picture the incidents narrated. 

7. Make frequent use of dialogue and impersona- 
tion. This will help to overcome the habit of reading 
in monotonous and unnatural tones. 

8. Aid the child to analyze the incident, or story, 
into its main features, to see the various elements of the 



52 THE THIED SCHOOL YEAR 

story in their proper relation, and to give each element 
its due emphasis. 

9. Lead him to make distinctions and to form con- 
clusions — to make the lesson a part of his own life 
experience. 

Class Worh. 

"Evaporation" "Clouds," "Eain."— ^// the Year 
Round Series. 

"The Daisy and the Lark." — Stepping Stones to Lit- 
erature. 

"The Good King." S. S. L. Eead in connection 
with the study of light. 

Selections from Ward's Third Eeader — ''The Rational 
Method.'' 
Seat Reading. 

"Cljtie.''— Nature Myths. 

"Proserpina.'' — Scudders Fables and Folklore. 
Sight Reading. 

"The Fairy of the Flowers." — Garden and Field. 

"Bees and Flowers."— G^. F. 

Phonic Work.— 'The Rational Method.'' 

Yl THE ARTS 

As man expresses his ideals in certain realms of 
activity, known as the arts : poetry, music, sculpture, 
architecture, so the child expresses his inner life by 
means of creative self-activity in drawing, painting, 
modeling, etc. 

During this month, and throughout the year, we wiL' 
endeavor to offer full opportunity for the artistic devel- 
opment of the child through the subjects named, as well 



SEPTEMBEE 53 

as by means of the study of music and pictures — usually 
copies of masterpieces by our great artists. 

FORM STUDY AND DRAWING 

In this day, when the idea of education has been 
expanded to mean much more than it formerly did, it 
is no longer necessary to consider only the practical 
bearing of school studies. With broadened view, look- 
ing at the subject of drawing from a psychological 
standpoint, educators agree that drawing is one of the 
subjects adapted to develop the existing powers of the 
child. 

In form study and drawing not only is free oppor- 
tunity given to develop the perceptive power of the 
child and to cultivate his imagination, but also, here 
judgments must be formed and the will power is given 
due exercise. 

The lessons in manual training should relate closely 
to the form study and the number work. The aim here 
should be to train the judgment of the child, and to 
aid him to form habits of neatness, promptness, and 
accuracy. 

The work for the year will include : 

1. Free-hand drawing in connection with the form 
study, the models used by the children being type forms. 
Let much of the drawing be the expression of images 
gained by studying objects, by touch as well as by sight. 
See that the pupils obtain clear mental pictures, as 
correct drawing can come only from correct images. 

2. Industrial drawing growing out of the various 
lines of school work. 

3. Illustrative drawing in connection with the lit- 



54 THE THIED SCHOOL YEAR 

erature and history. "A child's illustration is a mirror 
showing just what is in his mind." 

4. Decorative drawing. 

This subject, as well as the constructive work, will 
be discussed more at length as need arises in the work 
for the different months. 

As in the study of geography, the pupils are having 
elementary lessons upon the world and the sun, let the 
type forms for the month be the sphere and the hemi- 
sphere. For free-hand drawing use objects resembling 
the type forms. See Augsburg's Drawing, Book I. This 
book will be used as a guide in this line of drawing 
during the year. 

Like the sphere — fruits, many vegetables, beads, balls, 
some vases. 

Like the hemisphere — flower bells, toad stools, thistle 
seed, cup, bowl, shells. 

For subjects illustrating the story of the book, see 
history outline. Some of these subjects were suggested 
by a series of interesting paintings in the Congressional 
Library, Washington. While copies of these are not 
available, good descriptions are given in the guide-book, 
and pictures found in histories will aid in the repre- 
sentation of the scroll, the Egyptian monument covered 
with hieroglyphics, and others. 

BRUSH DRAWING 

By using ordinary writing ink and the water color 
brushes, in oblongs and squares of different sizes, have 
drawings made of the subjects studied in nature this 
month — weeds and flowers of the sunflower family: 
thistle, aster, daisy, and others. Draw in artistic posi- 



SEPTEMBEK 55 

tions, avoiding mechanical division of the enclosing 
forms. Let the background be made by using washes 
of a light tint of ink. See "With Brush and Pen."— 
Hall. 

Make border patterns, using the clover leaf as a unit 
(brush drawing). 

Allow the children to fold drawing paper of ordinary 
size and make original designs for book covers, using 
the flowers studied during the month for decorative 
subjects. 

During the study of the sphere and the hemisphere, 
let the children cut circles and semi-circles from colored 
paper. Ask them to arrange designs and paste them in 
symmetrical border patterns. 

PICTURE STUDY 

While discussing the very artistic and suggestive 
picture, "The Aurora/' tell the children interesting 
facts concerning the artist Guido Reni, who painted 
beautiful pictures when but a child of thirteen, and 
when he was twenty could be taught nothing more by 
his teachers. 

Interest them in the peasant boy Millet and his 
studies of peasant life. 

Last year copies of many of the pictures named in 
this course were cut from the Great Artist Series, Edu- 
cational Publishing Company, and mounted on gray 
cardboard for school use; when available large copies 
were brought in. As it is scarcely possible to over- 
estimate the influence of good pictures in the home, it 
is our aim to have the child learn to so appreciate and 



56 THE THIED SCHOOL YEAR 

value these copies of the great works of art, that in 
time they may come to adorn the homes, supphinting 
valueless decorations which too often are found there. 

MUSIC 

During each year of the child's school life, music 
should form a part of the day's exercises. It is not 
necessary to speak here of the importance of having 
music a regular subject of school study. 

Devote a part of each day's exercise to the formal 
side of the study. Continue the chart and interval work 
of the preceding years. Do not burden the child with 
technical terms. 

Devote considerable time to voice culture — to the 
correct use of organs of speech and song. Aim to 
secure good tones. See that the child establishes good 
habits in the use of lips, tongue, teeth, etc. Cultivate 
correct habits of articulation and enunciation. 

Let attractive rote songs be an important feature of 
the music. See that the songs have high educational 
value. Create a strong desire for good music. Use 
it to instil moral and Christian training into the life of 
the child. 

See that the songs are sung properly. Avoid loud 
singing. Children should sing very softly. They should 
produce soft, high tones and not strong, low ones. 
Secure easy, natural singing. Have the pupils main- 
tain an erect, easy position of the body. Consider 
carefully the thought of the song. See that the chil- 
dren understand the words and secure the quality of 
voice suited to the words. 



SEPTEMBER 57 

OUTLINE 

Devotional Songs. 

Keview work of preceding year. 

Interval work and rote songs. 

Morning Song : When the Little Children Sleep. — 

Smith Music Primer. 
Sweet and Low. — Tennyson. 
Now the Day Is Over. 
Nature songs: The Busy Bee, The Ant. — Song 

Budget. 
Little Gypsy Dandelion. — Music Primer. 
Exercises for teaching the scale. 

Form Study and Drawing. 

Type forms: the sphere, hemisphere. 
Objects resembling the type forms. 
Insect life : bee, hive, comb ; wasp. 

Illustrative Drawing. 

Story of "The Three Golden Apples." 
The development of the book. 

Brush Drawing with Ink. 

Flowers : clover, and members of the sunflower 
family. 

Constructive and Decorative Worh. 
Cutting geometrical forms. 
Border patterns; book covers. 

Picture Study. 

The Aurora. — Guido Reni. 
The Gleaners.— Millet. 




H 
< 

a 
o 

> 
O 

U 



SEPTEMBER 59 

Many beautiful songs related to the seasons, and to 
the different subjects of school work considered in this 
book, are found in the "Modern Music Primer." 
—Smith {Silver, Burdett & Co.) 

SONGS IN SEASON 

There are songs of Spring, Autumn, Winter, also 
flower songs, bird and miscellaneous songs — for all 
grades, but more particularly for primary and inter- 
mediate classes. 

COLOR STUDY 

During the 3'ear pursue a systematic course in the 
study of color. Give the pupils practice in making 
orange, green, and violet from the primary colors yel- 
low, red, and blue. Use a color chart and teach the 
pupils to make the six other colors found in it. See 
Prang's Text Book of Art Education, Book III. 

In the design work of the year, complementary colors 
should be used. Each color may be grayed, or made 
less bright, by adding a touch of its complementary. 

Use the natural colors of flowers and foliage in all 
color study. Have these colors recognized and com- 
pared with those found in colored papers, or made by 
using water colors and crayola. 

Prang's Text Book of Art Education, Book V, gives 
this helpful paragraph on "Xature's Use of Comple- 
mentaries" : "The blue bird is all the more beautiful 
because of the orange on his breast. Bed apples or 
cherries nestling among the green leaves are most attrac- 
tive in their coloring. Sometimes you see a yellow 
sunset sk}^ with distant hills or trees in violet masses 
against it." 





Oh, sun and skies and clouds of June,. 

And clouds of June together, 
Ye cannot rival for one hour 

October's bright blue weather. 

— Helen Hunt Jackson. 



I GEOGEAPHY 

FIELD WORK — THE WORK OF WATER LOCAL PHYSICAL 

FEATURES 

The work in geography this month will be mainly 
that which comes within the child's observation and 
experience. This is the acknowledged scientific method 
of laying the foundation of all knowledge of geog- 
raphy. 

What knowledge have the children of level fields, 
hills, valleys, brooks, rivers, etc.? 

Use types found in the district and by actual jour- 
neys give the pupils opportunity to distinctly observe 
these forms in nature. How did these features come 
to be what they are? Why located w^here they are? 
Brooks and Rivers. 

How formed; source and mouth; bed; banks; 
channel; current; river systems; drainage; water 
parting or divide ; basin. 

60 



OCTOBER 61 

Monongaliela, 

Origin of the name. 

Direction of flow. 

Situation of the town, California, with reference 
to banks. 

Character of the bed and banks. 

Depth, movement of water, i. e., swift, if so why ? 

Navigable — why ? 

Eelative importance. Eemarkable industry of 
the valley. Eapid growth of towns. 

Hill and Mountain. 

Trip to a hill; general form; top, oase, side, 
slope; appearance from a distance. 

Use sand table; illustrate by blackboard draw- 
ings. 

Assist the child to cultivate his imagination by 
taking imaginary journeys. Use pictures, draw- 
ings, etc. 

Teach mountains ; valleys — plains — lowlands. 
Give needed terms. Lead the child to think of 
geysers, waterfalls, and other distant forms. In 
this way prepare for subsequent work in geography. 

SUGGESTIONS 

Develop local surface features by outdoor observa- 
tional work. Make much use of demonstration and 
experiment. Connect all w^ork with that given pre- 
viously. 

Study the work of water. 

What do children know of soil-making? In pre- 
ceding year they learned that water, by freezing in 



62 THE THIRD SCHOOL YEAR 

rocks and expanding, makes mud and pebbles. They 
are familiar with the most common surface materials. 

1. Eroding and depositing action of water. 
Appearance of sand banks and roads after violent 

rains. 

How water changes the earth's surface — tears away 
hills and fills up valle3's. 

Scouring action of pebbles on bed and banks of a 
river. Character of sediment carried by different cur- 
rents. 

2. Trace water in its journey to the sea and out 



THE WANTS OF MAN GENERAL STUDY 

Before continuing the work upon the child's home 
surroundings, i. e., taking up the study of the town of 
California, occupations of its people, etc., give son:e 
preparatory work under the wants of man and how 
these necessities are supplied. Lead the children to 
discuss our chief wants : food, clothing, and shelter, 
and lead them to see that the three kingdoms furnish 
everything we need. 

Grains and vegetables must be raised and stored 
away. Cloth must be manufactured and made into 
clothing. Houses must be built, etc. This gives rise 
to various occupations — need of labor in other climates ; 
adaptation of food, articles of clothing, shelter, found in 
other countries. 

Food. 

Make lists of articles of vegetable and animal foods. 
When do we use most animal food, most vegetable? 



OCTOBEK 63 

Articles of food raised about California — imported 
foods. Eecall what children know of the food used 
by the Indians. Discuss scarcity of kinds of food in 
the early colonial days — this work will be carried on 
throughout the year. In the work upon colonial his- 
tory much opportunity for comparison will be given. 
Discuss food of hot countries; that used in cold cli- 
mates. Eecall the life of the Eskimo. In what climate 
is most animal food used ? Most vegetable? Note that 
in temperate climates vegetable and animal foods are 
used in about equal quantities. 

Clothing. 

What have the children learned of articles of cloth- 
ing? Chief kinds — how furnished. Recall their 
knowledge of silk and wool. Show that wool and 
leather come from animals; flax and cotton from 
plants. Compare different kinds of clothing. Do we 
need much clothing? Where do people need much 
clothing ? Where do people n^ed little clothing ? Com- 
pare kinds of clothing used in different climates. 

Shelter. 

Why needed? What do the children know of dif- 
ferent kinds of shelter? Eecall the work of the pre- 
vious year — wigwam, snowhouses, etc. 

Discuss our dwellings — chief building materials — 
improvement in our buildings. Show pictures of rude 
houses and costly city homes. Special work will be 
given upon building materials later. 

By pictures and blackboard illustrations show various 
kinds of dwellings — huts — tents — etc. 




lii » 6 w gI 



TU 



I§Ioo. 




Jflon^Q 3^ou.se Uke J)ui^nei-^ 



SHELTER 



OCTOBER 



65 



I. Food. 



III. Shelter. 



1. Vegetable. 



2. Animal. 



3. Mineral. 



f 1. Vegetable. 



II. Clothing, j 



1. Vegetable. 



2. Mineral. 



I 2. Animal. <| 



fruits, 
grains, 
vegetables, 
animals — beef, pork, 
mutton, venison, 
birds.- 
fish, 
oysters, 
clams, 
water, salt, 
many medicines, 

linen. 

cotton. 

r silk. 
I 

woolen, 
leather, 
fur. 

wood. 

grass. 

leaves. 

linen. 

cotton. 

stone. 

iron. 

brick. 

marble. 

snow and ice. 



AGRICULTURE 

Trip to a farm. 
Appearance of the farm. 
Buildings on the farm. 



66 THE THIRD SCHOOL YEAE 

Animals used on the farm. 
The work of the farmer at this season. 
His work at other seasons. 
Farming implements. : 

Improvements in methods of farming. 
Compare primitive farming tools with the improved 
machinery of to-day. 

II NATUEE STUDY 

How will it be when the woods turn brown, 
Their gold and crimson all dropped down, 
And crumbled to dust? Oh, then, as we lay 
Our ear to earth's lips we can hear her say, 
"In the dark, I am seeking new gems for my crown : 
We will dream of green leaves when the woods turn 
brown." — Lucy Larcom. 

AUTUMN CHANGES 

Signs of Autumn ; Preparation for Winter. 
Discuss changes of atmosphere — frost. 
What flowers are now blooming ? 
What birds do you see ? insects ? 
Appearance and condition of trees, — 

ripe fruit, nuts, colored leaves, withdrawal of sap. 
Condition of gardens, — 

seeds, vegetables. 
What is the farmer doing? 
Describe a walk in October — real or imaginary. 

PLANT LIFE 

I. Leaves. General Study. 
Autumn. Appearance of nature. The dying leaves ; 
the beauty of their coloring. 



OCTOBER 67 

1. Their life story. Appearance during growth, 
maturity and decay. 

2. Eeview parts, shapes, margins. Have pupils col- 
lect leaves and arrange in classes as to shapes, veining, 
and margins. 

3. Teach stipules, lobes, sessile leaves. 

4. Special aims : Eecognition of more varieties ; 
more detailed study of leaves; function of parts of 
the leaf. How the plant breathes. Veins make leaf 
spread out and carry sap. Hairs on blade hold drops of 
moisture. 

5. Why do leaves fall ? If they did not, what would 
happen to the branches in winter? Absorbing of ma- 
terials by branches and roots for future use — frost 
hastens but does not cause the autumn change. Tree at 
rest — has finished the year's work. 

6. Use of leaves to tree, buds, plants, and insects. 

7. Use to man : edible leaves — asparagus, rhubarb, 
celery, spinach, etc. Onions are thick leaves full of 
food. We pour water on dry leaves to make tea. Cab- 
bage, lettuce — whole leaf used for food. 

LEAVES CLASSIFIED 

Shapes. 

1. Broad bases — violet, birch, morning glory. 

2. Widest between base and apex — apple, quince, 

willow. 

3. Widest near apex — some oak leaves. 

4. Heart shaped or cordate — violet, morning 

glory, lilac, etc. 



68 THE THIKD SCHOOL YEAR 

Margins. 

1. Crenate, rounded notches — catnip, geranium, 

violet, etc. 

2. Serrate or saw toothed — teeth pointing toward 

apex, elm, cherry, apple. 

3. Dentate — asters, dandelion, hawk-weed. 

4. Whole or entire margins — honeysuckle, lilac. 

5. Wavy-dock leaves. 

II. Seeds 

What are they — their function. Recall the different 
ways in which seeds are protected and scattered. How 
are the dandelion seeds scattered? The clover? Make 
black-board classifications of seeds scattered in different 
ways; by man, by animals, by wind. 

Have pupils make collections of farm and garden 
seeds. 

Edible Seeds. 

1. Peas, beans, rice, etc. 

2. Cereals : wheat, corn, oats, rye. 

3. Nuts : chestnut, walnut, hickory, etc. 

4. Condiments : mustard, nutmeg, allspice. 
Seeds used for mahing drinks. 

Coffee, chocolate bean. 
For Oil. 

Flax, cotton seed, almonds. 
Harvesting seeds. 
Commercial value. 

III. Fruits 

What fruits are now ripe? Summer fruits. Talk 
about color and form of various fruits. Bring speci- 







FRUITS 



70 THE THIED SCHOOL YEAE 

mens to class. What are fruits — berries — vegetables? 
Compare. 

Eecall what children have learned of stone fruits, 
fleshy fruits, dry fruits. 

Use of fruits — to reproduce plants — for food and 
medicine. 

Value and use as food. After considering home 
fruits, discuss imported fruits. 

Prunes are dried plums. 

Dates — dried fruit of a palm. 

Raisins are fleshy grapes dried. 

Dried currants are the raisins of a small grape. 

Pineapples, like raspberries and blackberries, are 
many fruits grown together in one. 

The orange is a berry 

Tomato, egg plant, squash, pumpkins, cucumbers, 
string beans, are fruits, commonly called vegetables. 

SPECIAL STUDY OF FRUITS : GRAPE, PEACH 

I. The Grape. 

. 1. General appearance. Form — size — color. 

2. Parts of the grape. Skin, — color — surface — 

use. Pulp,— color — fibrous — juicy. Seeds, 
— number — color — form — how fastened. 

3. The cluster. Appearance — how grapes are 

fastened — how attached to the vine. 

4. Kinds of grapes. 

5. Uses. 

6. How grapes are cultivated. Vineyards. 

7. Ripening season. How marketed. 



OCTOBER 71 

11. Study the Peach. 

Compare these fruits with dry fruits — nuts. 
Observe peach tree during the year. 

FOODS 

Flesh making foods. Heat giving. What they are. 
Why we eat them. 
Unwholesome drinks. 
Bad effects of tobacco. 

Ill LITERATUEE AXD HISTORY 

LITERATURE 

About two weeks of this month will be occupied in 
presenting Euskin's ''The King of the Golden River." 
This is a literary classic of great beauty, written by a 
master of English prose. In it are illustrated, not 
deeds of daring and bravery, but many of those virtues 
and vices which come into the life of the child. Here 
greed, selfishness, dishonesty, cruelty, as illustrated by 
the actions of Hans and Schwartz, receive their merited 
punishment, while Gluck is rewarded for displaying 
those virtues which we would emphasize in our efforts 
to train the habits of the child. 

Present the story somewhat as directed in previous 
month, each main division forming a lesson. Let the 
first lesson be concerned chiefly with the old knowledge. 
Recall past related experiences which will prepare the 
way for the story. Connect the work with the month's 
study in geography. Show pictures of water-falls, 
mountain peaks, etc. 

Suggestive questions to be given each day after the 



72 THE THIRD SCHOOL YEAR 

subject matter has been presented. How did Hans and 
Schwartz become so wealthy? What do you think of 
their treatment of the servants? Why were they called 
the "Black Brothers" ? How did Gluck differ from them 
in appearance? Had they any reason for treating him 
so unkindly? Jn this part of the story what shows 
that Gluck was thoughtful for others? etc. 

After all the new or "second step" material has been 
developed, there will be much opportunity for contrast 
and comparison. Assist the children to draw conclu- 
sions — to formulate the generalizations. By definite 
questions bring the thought of the children from the 
individual to the universal. The next and last step will 
be the application. This is most important. Lead them 
to see their duty along these lines. 

Oral and written reproduction will be discussed under 
the language work for this month. 

OUTLINE 

I. The Golden River. 

II. Treasure Valley. 

III. The Three Brothers. 

IV. South Wind, Esquire. 
V. The Golden Mug. 

VI. The King of the Golden River. 
VII. The Black Stone. 
VIII. The Two Black Stones. 

STORIES AND POEMS 

I. The Frost.— F. Gould. 

II. How the Little Water Drops Ran Away from 

Home. — Primary Education. 



OCTOBER 73 

III. The Brook. — Tennyson. 

IV. The King of the Golden Eiver. — Rusl-in. 
Y. Faded Leaves. — Alice Carij. 

FADED LEAVES 

"The hills are hright with maples yet, 
But down the level land 
The beech leaves rustle in the wind 
As dry and brown as sand. 

"The clouds in bars of rusty red 
Along the hilltops glow, 
And in the still sharp air, the frost 
Is like a dream of snow. 

^'The berries of the brier-rose 

Have lost their rounded pride; 
The bitter-sweet, chrysanthemums, 
Are drooping, heavy-eyed. 

"The pigeons in black wavering lines 
Are swinging toward the sun ; 
And all the black and withered fields 
Proclaim the summer done. 

^'His store of nuts and acorns now 
The squirrel hastes to gain. 
, And sets his house in order for 

The winter's dreary reign. 

" Tis time to light the evening fire, 
To read 2;ood books, to sing 



74 THE THIED SCHOOL YEAE 

The low and lovely songs that breathe 
Of the eternal spring." 

— Alice Cary. 

"In the still October wood 

We will wander, now, to-day; 
Nuts are dropping softly down, 
Scarlet leaves, and gold, and brown, 
Make the antnmn forest gay." 

"This is the way the leaves come down. 

Gently, gently falling. 
In gold and brown and crimson drest. 
Rocked by the wind, they lie and rest. 
This is the way the leaves come down. 

Gently, gently falling." 

"When the busy breeze 

Whirls the leaves, hear them sigh, 
Chilling days are these; 
Little folks, good-bye ! 
Summer's gone, good-bye !" 

" ^I'll tell you how the leaves came down,' 
The great tree to his children said; 
^You're growing sleepy. Yellow and Brown, 
Yes, very sleepy, little Red; 
It is quite time to go to bed.' " 

"Children are we 
Of the restless sea. 
Swelling in anger or speaking in glee ; 



OCTOBER 75 

We follow and race, 

In shifting chase, 
Over the boundless ocean space ! 
Who hath beheld when the race began? 

Who shall behold it run?" 

"Thus said Hiawatha, walking 
In the solitary forest, 
Pondering, musing, in the forest, 
On the welfare of his people. 
From his pouch he took his colors. 
Took his paints of different colors. 
On the smooth bark of a birch tree. 
Painted many shapes and figures. 
And each figure had a meaning. 
Each some word or thought suggested." 

A FALL SONG 

Golden and red trees 
Nod to the soft breeze. 

As it whispers, "Winter is near;" 
And the brown nuts fall 
At the wind's loud call. 

For this is the end of the year. 

Now the days grow cold. 
And the year grows old, 

And the meadows are brown and sear; 
Brave robin red-breast 
Has gone from his nest, 

For this is the fall of the year. 



76 THE THIRD SCHOOL YEAR 

I do so softly pray 

At the close of the day 

That the children so dear 
May as purely grow 
As the fleecy snow 

That follows the fall of the year. 

— Selected, 

JACK FEOST 

HAXNAH F. GOULD. 

The Frost looked forth on a still, clear night, 
And whispered, "Xow I shall be out of sight ; 
So, through the valley, and over the height, 

In silence I'll take my way. 
1 will not go on like that blustering train. 
The wind and the snow, the hail and the rain, 
That make such a bustle and noise in vain ; 

But I'll be as busy as they !" 

So he flew to the mountain, and powdered its crest, 
He lit on the trees, and their boughs he dressed 
With diamonds and pearls; and over the breast 

Of the quivering lake, he spread 
A coat of mail, that it need not fear 
The glittering point of many a spear 
Which he hung on its margin, far and near, 

Where a rock could rear its head. 

He went to the window of those who slept, 
And over each pane like a fairy crept: 
Wherever he breathed, wherever he stepped, 



OCTOBER 77 

By the morning light were seen 
Most beautiful things ! there were flowers and trees, 
There were bevies of birds and swarms of bees ; 
There were cities, and temples, and towers; and these 

All pictured in silvery sheen ! 

But he did one thing that was hardly fair : 
He peeped in the cupboard, and finding there 
That all had forgotten for him to prepare, 

"Now, just to set them a-thinking, 
ril bite this basket of fruit," said he; 
"This costly pitcher I'll burst in three ! 
And the glass of water they've left for me, 

Shall HchicV to tell them I'm drinking !" 

— Child Life. 

HISTORY 

Let the first weeks of this month be spent upon work 
preparatory to celebrating the anniversary of the dis- 
covery of America, October 12. This will include a 
study of the life of Columbus and his voyage to the 
Xew World. 

Follow this with a study of the primitive people 
found here. Consider only the barbarous Indians, the 
class with which the early settlers came in contact. 
For their distribution in eastern United States see 
Fiske"s History. 

Do not spend time on the detailed study of the 
appearance and characteristics of the Indian, as this 
has been considered quite fully in the lower grades. 
Use the pupil's previously acquired knowledge in the 



78 THE THIRD SCHOOL YEAR 

work of considering the Indian along the lines indicated 
in the outline. 

The special consideration of food in the geography 
work for the month will cause the children to be eager 
to decide just what food the Indian must have used 
under these primitive conditions. 

In discussing their shelter^ compare with the half- 
civilized class, studied in the second year. Contrast the 
long house of the barbarous with the Pueblo of the 
half-civilized. 

"Hiawatha's Childhood/' which is now being read 
by the pupils, is well adapted to aid them to under- 
stand the life development of this people. Who was 
Hiawatha's teacher? About what did he learn? etc. 

Let this work be followed by a study of the first 
permanent English settlement here. By means of 
simple black-board sketching during the lesson, this can 
be made very attractive to the children. Some of these 
sketches may be copied for the chart. 

The girls and boys are much in sympathy with this 
subject, entering into it with real enjoyment, so that 
two weeks may very profitably be spent upon it. As, 
according to Mr. Fiske, there is no special reason for 
discrediting the story of Pocahontas, relate this thrill- 
ing incident while concerned with the marvelous work 
of John Smith. 

One of our most suggestive charts was an historic 
chart of "Early Virginia," containing pictures of Smith, 
the first houses, the first church, the stocks, etc. When 
pictures were not available for this use, sketches were 
made from different books on history. 



OCTOBEK 79 

THE DISCOVERY OF AMERICA 

I. The Northmen.— Lief; Eric the Red. 

II. Necessity for new trade routes between Europe 
and Asia. 

III. Christopher Columbus. 

Early years — school life — sea life. 

His ideas concerning the shape and size of the 

earth. 
His plan to reach India. 
Attempts to gain aid for the voyage. 

IV. The Great Voyage. 

The fleet and crew ; caravels. 
V. Subsequent Voyages. 
VI. Condition of the New Country. 
VII. Inhabitants found there. 

What do pupils know of their appearance, cus- 
toms, etc. ? Recall previous study. 
Three classes of Indians: savage, barbarous, 

half-civilized. 
Special study of the second class — the one with 
which the early settlers came in contact. 

INSTITUTIONAL LIFE OF THE BARBAROUS INDIANS 

Inhabited all of North America East of the Rocky 
Mountains. 

I. Home Life. 

1. Food — Indian corn, beans, pumpkins, fish, 

wild animals. 

2. Shelter — round house; long house. 

3. Clothing. 



80 THE THIED SCHOOL YEAE 

II. School Life. 

1. Nature — the teacher. 
4. The Indian moons. 
III. Eeligious Life. 

1. The Great Spirit; happy hunting grounds. 

2. Worship of dead ancestors and powers of 

nature. 

3. Eeligious ceremonies; sacred animals and 

emblems. 
IV. Industrial Life. 

1. Fighting, the chief business; hunting; fish- 

ing. 

2. Agriculture — raising corn and vegetables. 

3. Manufacturing — potter}', pipes, stone tools 

and weapons, coarse cloth. 
V. The Government Life. 

1. The clan — composed of related families. 

Elected its sachem and war chiefs. Houses 
and food belonged to the clan. Weapons 
and trinkets the only private property. 

2. The tribe — ^^composed of a number of clans. 

The tribal council. 

THE VIRGINIA COLONY 

I. The Founding of Jamestown. 

1. When founded? Why? 

2. Number and character of the settlers. 

II. Relative Position of A^irginia; Geographical 
Features. 
III. Growth of Colony — Institutional. 

1. Sickness and Indian troubles; John Smith 
. — Pocahontas. 



OCTOBER 81 

2. Xew colonists; Lord Delaware, Sir Thomas 

Dale. 

3. Lines of development : 

a. Home life — houses — furniture — food, 

etc. 
h. Business life; communism; slavery; 

occupations — building houses, bridges 

— trading with Indians — raising corn, 

tobacco, etc. 

c. Schools — delay in establishing — first 

college. 

d. Religious life — first church a board 

fastened between trees. Church of 
England. 

e. Government; charters. First governors 

— laws, punishments — ducking stool, 
stocks, etc. 

lY LANGUAGE 

Continue the oral and written work as in the pre- 
ceding month. 

Aim to break up bad habits, e. g., double negative — 
"I hain't got no pen.'' Substitute. a correct expression 
and provide frequent occasions for its use. Teach the 
correct use of is and are, was and were, has and have, 
by questions which will call these words into use. 

Give frequent dictation exercises. Eead the entire 
sentence — it is the unit of thought and must be so 
recognized. Require the correct use of the capitals 
and the punctuation marks used during the previous 
year. Teach the use of the comma as separating words 



82 THE THIED SCHOOL YEAR 

of a series. Prepare exercises similar to the following, 
which is formed from the work in literature. 

LANGUAGE "tHE KING OF THE GOLDEN RIVER " 

Each day have the children reproduce a definite 
division of this interesting story orally, and then require 
them to write it. First let the work be the answers to 
definite questions — later, when thoroughly familiar with 
the subject matter, they may discuss short divisions by 
topics. 

By this method accuracy of statement and orderly 
arrangement are best secured. This also simplifies the 
work of the pupil, aiding him to become more fluent 
by making it unnecessary for him to stop and think of 
what should come next. 

This story affords excellent opportunity for writing 
character sketches, and is admirably adapted for illus- 
trative work. The children will enjoy sketching the 
persons and scenes as they appear to thejn. 

Suggestive language exercises for written work : 

1. Tell about the Golden Eiver. 

2. Describe Treasure Valley. 

3. What kind of men were Schwartz and Hans? 

4. Tell all you know about Gluck. 

DICTATION EXERCISE — NATURE STUDY AND GEOGRAPHY 

Apples and peaches are used for food. 
We eat fruits, grains, and vegetables. 
Apples, peaches, pears, and plums are fruits. 
Corn, wheat, oats, rye, and barley are grains. 
Houses are built of wood, stone, brick, and marble. 
We make clothing of cotton, linen, silk, wool, skins, 
and furs. 



OCTOBER 83 

SENTENCE EXERCISE — HISTORY 

Columbus hunting grounds 

voyage stone hoe 

Indians pipes 

barbarous trinkets 

long-house coarse cloth 

weapons domestic animals 

buffalo clan-sachem 

Ex. I. Write full answers to these questions. 

1. Why did the London Company wish to 

send settlers to America? 
.2. How many came to the river which they 
named the James river? 

3. What kind of men settled Jamestown? 

4. How did the Indians treat them.? 

5. What caused so many to become ill? 

6. How did John Smith save the men from 

starving ? 
Ex. 11. Write eight statements about John Smith. 
Ex. III. Tell about the work of the colonists. 

Use the words, — houses — food — clearing land 
— building bridges — tobacco — trading — 
slaves — Indian corn. 

VIRGINIA 

Pupils write statements. 

1. First houses. 

2. Furniture. 

3. Food. 

4. Clothes. 



84 THE THISD SCHOOL YEAR 

After fifty years. 

1. Houses. 

2. Furniture. 

3. Food. 
4= Clothes. 

READING 

Class Work. 

"Columbus." — Stepping Stones to Literature. 
"Hiawatha's Childhood." — Riverside Series. 
Selections from Ward's Third Eeader. 
Graded Poetr}- — Third Year. 

Seat Reading. 

"How the Milkweed Seed Took Wings," etc.— 
Autumn Series. — All the Year Round. 

Sight Reading. 

•••How the Leaves Came Down." — Susan C ootid ge. 
''Faded Leaves." — Atice Gary. 

Ihonic ^Yorl•. 

Daily drills throughout the year. 

\ XUMBEE 

Continue the work in measuring, as a real knowledge 
of distance can be acquired only by actual measurement. 
Let this work be a part of the study of home geography. 
Have the pupils measure buildings, campus street, 
fences, etc., using yard stick, tape line, or ten-foot polo 
as units of measurement. Develop rod and use as a 
unit of measurem.ent. 

x\lthough the detailed study is limited to certain 
numbers for each month, this must not interfere with 



OCTOBER 85 

the incidental use of higher numbers in these exercises 
in measuring. 

Use number facts previously acquired. 

Develop numbers from thirt}' to forty, emphasizing 
those which occur in the tables. Give much actual use 
of numbers before expecting the children to give defi- 
nite results from memory. In learning the combina- 
tions the child must make haste slowly. Give much 
practice in rapid combinations of numbers. 

Require the pupils to write the third table and repeat 
in tabular form. 

Find relations of measures — dry measure: quart, 
peck, bushel. 

Give concrete problems related to the work of the 
month — values of fruit, seeds, etc. 

How many tens do you find in the number tnirty? 
Add two units to these tens — what do we call this 
number?. 

Develop facts by board illustrations. 

Rectangles: 2x16; 4x8. 

Draw line 1 eight inches long; draw lines 2, 3, and 4. 
Discover and state ratios of these lines. The eight- 
inch line is what part of the 32-inch line, etc. ? ' 

The number 36. 

Draw a square 6 in. on a side. Find area^^eri- 
meter. 

Draw an oblong rectangle that shall contain 36 sq. 
inches. Find perimeter. The length is what part of 
the perimeter?— the width? 



86 THE THIRD SCHOOL YEAR 

VI THE AETS 

MUSIC. 

Exercises in Double Measure. 
Beats, Accent and Measure. 

Autumn Songs. 
"Good-Bye to Summer." 
"Come, Little Leaves." 
"Jack Frost." 
"Little Boy Blue." 

ILLUSTRATIVE AND FREE-HAND DRAWING 

Hiawatha's Childhood — illustrate. 

Indian long house; round house. 

Geographical elements — see geography study. 

Leaves showing parts and veining. 

Continue drawing from objects resembling the type 
forms of the preceding month. Select objects fine in 
form and color and see that the pupils really draw from 
observation. Aim to secure large free drawings. 

A writer on the subject of form study says : "The 
teaching of form does not so much mean the teaching 
of any clear, definite form in its mathematical precision 
as the teaching to find the beauty, utility, fitness to 
purpose, of any and all forms." She uses these exer- 
cises for developing the imagination : 

The hemisphere holds or contains — covers or pro- 
tects. Lead the child to make discoveries. 

The flower cup holds the dew. 

The seed cup holds the seed. 

The acorn cup holds the acorn. 

The bird's nest holds the little ones. 





BORDER PATTERNS— LEAVES 



88 THE THIED SCHOOL YEAR 

COLOR study; brush drawing with color. 

Connect with the study of autumn changes. Study 
the natural colors found in the fruits and the foliage. 
Wliat are the predominating colors at different seasons ? 
Let the pupils compare these natural colors with the 
pigmentary colors of the colored papers. Ask them to 
find standards in the fruits and leaves — to match shades 
and tints. Have them make brush drawings of these 
o1)jects, employing pigments or water colors to represent 
these natural colors. 

CLAY MODELING 

Geometrical forms studied. 
Fruits and leaves. 

CONSTRUCTIVE WORK 

Mount leaves and arrange on charts, grouping as to 
shapes and margins. 

Make seed trays of different shapes and dimensions 
using card board or heavy paper. 

PICTURE STUDY 

The Grape Eaters; Fruit Venders. — Murillo. 
Life sketch of Murillo Van liyck; Baby Stuart; 
Children of Charles I. 




BABY STUART 
VAN DYCK 




'And now/' said the Governor, gazing 
Abroad on the piled-up store 

Of the sheaves that dotted the clearings. 
And covered the meadows o'er. 



ii ? 



Tis meet that we render praises, 
Because of this yield of grain; 
'Tis meet that the Lord of the harvest 
Be thanked for His sun and rain." 



I GEOGRAPHY 

This month the work in home geography is concerned 
with the town and the business life of the people. 

Connect this work with that of the preceding month. 
The children have been led to see that while the earth 
furnishes the materials which man needs, work leads to 
the supplying of his necessities. 

They have studied one branch of industry in con- 
nection with their work on food. 

Eecall the trip to the farm. What products are 
obtained from the farm, garden, etc. 

Based upon the occupation of the home people, dis- 
cuss the other chief branches of industry — manufactur- 

89 



90 THE THIED SCHOOL YEAR 

mg, mining, commerce. Develop the generalizations: 
manufacturing is making articles. Mining is taking 
minerals from the earth. The business of exchanging 
goods or buying and selling them for money is called 
commerce. Show that all the home people are engaged 
in some form of industry. Eecali something of the 
business life of primitive people. Show improvcment>i 
in various forms of industry since our grandfather's 
day. Use pictures and board illustrations. Compare 
our articles of food and clothing, and our buildings 
with those of early times. Show the advantages of 
exchange of labor; something of its development and 
extent. Lead the children to see the dependency of 
man upon his fellow men. 

OCCUPATIONS OF HOME PEOPLE 

Manufacturing. 

Study in a general way the manufacturing of the 

town of California. 
"What factories, mills? 
Who are engaged in this industry? 
Discuss this great inelustry along the Monongahela 

— glass works, steel and iron works, etc. 
Articles we use that were manufactured in distant 

places. 
For special work study flax and the making of 

linen. 

Mining. 

Products of the mine. 

To what extent carried on in .California. 

Locate some mines of this vallev. 



NOVEMBER 91 

Articles we use that were mined in other plaees. 
Special work on coal later. 
Commerce. 

What products of farms and gardens are sent aAvay 

from this village. 
Name some articles which we receive from other 

places. 
List of articles farmers and manufacturers want 

which they do not produce. 
Who are engaged in exchanging goods? 
Our trade routes — railroad — river — common roads 
Compare these means of transportation. 

MAP-DRAWING 

The child has already made maps of the school-room 
and school-grounds, and has had lessons upon direction. 
Lead him to acquire a real knowledge of distance. Give 
much practice in estimating distance, and in measuring 
by using different units ; this will prepare for the work 
of map-making. Require the plan of the home village, 
California, drawn to a given scale. The points of the 
compass may be fixed definitely from the school-house 
by the direction of the street and the railroad. Have 
the principal streets, the railroad, and river located, also 
the chief business places and important buildings. 

MANUFACTURING SPECIAL. 

For special industrial work in our line of geography 
study, the subject of manufacturing linen has been 
selected for this month. The various processes are quite 
within the grasp of the child, and he finds the subject 
full of interest. 



92 THE THIED SCHOOL YEAR 

Recall what children have learned in previous years 
concerning wool and cotton. Have pictures of rippler, 
brake, scutching frame, weaving machine. 

Tell something of the history of this industry. Flax 
was cultivated from the earliest times. The Egyptians 
in the time of Joseph practiced the art of spinning flax. 
Solomon purchased linen yarn in Egypt. The mum- 
mies of Egypt were wrapped in linen. 

Present a separate division of the subject each day. 
Compare methods of preparing other clothing materials. 
On the chart place children's language work and draw- 
ings; linen fibre, thread, coarse and fine cloth, etc. 

FLAX — LINEN 

Material. — Linen cloth, thread, tow, raw flax, seed. 

OUTLINE OF TOPICS 

I. The Flax Plant. 

1. Where found — soil. 

2. General appearance. 

a. Stem — smooth, slender — branching near 

top; fibrous bark. 
h. Leaves — small, distant, lanceolate. 

c. Flower — beautiful blue in color, rarely 

white — develops into pods. 

d. Seeds — brown — oval — oblong — flattened 

at one end — ten in pod. 
IL The Harvesting. 

The crop is pulled up by the roots when seeds 
begin to fall. Roots are all laid one way. 
III. Preparation for Spinning. 

1. Rippling — tearing off bolls or capsules by 



NOVEMBEK 93 

pulling stalks through teeth of an iron 
comb. 

2. Eetting or rotting — separating fibre from 

woody core or boon. Small loose bundles 
are steeped in water till boon begins to rot 
— time, eight to ten hours. It is then 
spread upon grass to dry. Dew retting is 
conducted entirely upon the grass. 

3. The brake. — The dry flax is again bundled 

and passed through a brake or revolving 
rollers, to crack the woody fibre still re- 
maining. 

4. Scutching — freeing the flax from the broken 

woody matter. It is placed in a slit in the 
scutching frame, where it is struck with a 
flat sword until the fibre is clear. 

5. Heckling or combing removes all dirt and 

arranges the fibres in a parallel order. The 
fibre is now soft, fine and silky looking. 

IV. Spinning. 

The fibre is spun into yarn after it has been 
sorted into different grades. Skeins of 
three hundred yards are called leas. Ten 
leas make a hank and twenty hanks a 
bundle. 

V. Weaving. 

The yarn is woven into cloth on a kind of 
machine called a loom. 

VI. Uses of Linen. 

Used to make articles of clothing, table cloths, 
towels, thread, lace, paper, etc. 



94 THE THIRD SCHOOL YEAR 

VII. Compare linen with other kinds of cloth used for 
clothing.. 

Cotton. 

Cotton is raised in almost all warm countries. It 
requires a warm climate, free from frost about one-half 
of the year. Much moisture is necessary while the plant 




COTTON BLOSSOM 



is growing. The best quality of cotton is raised in the 
southern portion of the United States. Texas, Missis- 
sippi, Georgia, Alabama and South Carolina are cotton 
states. 

Cotton is planted about the last of April or the first 



NOVEAIBER 



95 



of May. It is planted in ridges which are made by 
throwing two furrows together. Two kinds are raised 
in this country — the upland or short staple and Sea 
Island or long staple. 




COTTON LEAF AND BOLL 



The plants vary greatly in height ; they usually range 
from two to six feet, but have been found to grow much 
larger. The height of the plant depends upon the char- 
acter of the soil, the season, and the kind of cotton. 



96 



THE THIRD SCHOOL YEAR 



The large, beautiful leaves are shaped something like 
the hollyhock and are of a soft, satiny green. 

About the middle of June the plant begins to blos- 
som. The first day the blossoms are of a creamy white 




PICKING COTTON 



color. On the second day they change to a pale rose 
color. Soon they drop off and the bolls appear. 

The seed pod or boll is about as large as a bean. In 
six weeks it is as large as a small peach. The snowy 



NOVEMBEK 97 

puff of cotton foririvS a nice covering for the growing 
seeds of the plant. 

Some of the bolls are ripe and ready for picking in 
July. The picking season lasts for several months, 
sometimes extending until nearly Christmas. 

The cotton is carried in wagons to the gin where it is 
separated from the seed and packed into bales which 
weigh about five hundred pounds. 

II NATURE STUDY 

The aged Indian Michabo, having taken his pipe and 
smoked until the air is full of smoke, has now gone to 
sleep. We call these beautiful days the Indian summer 
season, and we know that Nature, too, is preparing for 
her long sleep. 

In previous years the child has been led to see how 
carefully and wisely plants and animals prepare for 
this long resting tine. Recall this knowledge and 
connect with the study of autumn changes during last 
month. 

What have children learned of man's preparation for 
winter? What fruits and vegetables are now being 
stored aw^ay? Where are they being stored? Study 
vegetables or fleshy roots as food. Connect with the 
October work on food. 

ROOTS AND TUBERS AS FOOD 

What parts of the plant have pupils used for food? 
Seeds — leaves — fruits, etc. The root is the most im- 
portant part of the plant. 



98 THE THIRD SCHOOL YEAR 

Uses. 

Holds plant in the ground. 
Gathers food from the air and the ground. 
Store-houses of the early blossoms. 
Food for man and animals. 
Fleshy Roots. 

Turnip, beet, parsnip, radish, carrot, etc. 
Structure. 

Of what composed — parts — form — color. 
Discuss the general appearance of the plant — seed — 
when sowed — time necessary for maturing. 
How prepared and used as food. 

Compare the different vegetables. Compare with 
fruits — with fibrous roots. How is this food stored 
away? What roots or vegetables are now stored in the 
cellar ? 

ANIMAL COVERINGS — THE SKIN 

What changes do we make in our clothing as winter 
approaches ? 

Changes made in animal coverings. 

Adaptation of animal coverings to their modes of life. 

SKIN OF THE HUMAN BODY 

Use, structure, care of the skin. 

Ill LITEEATITEE AXD HISTOEY 

LITERATURE 

At this time, as a part of the Thanksgiving literature, 
several poems are given which will require more critical 
interpretative study than has heretofore been deemed 








VEGETABLES 

LOFC. 



100 THE THIED SCHOOL YEAR 

necessary for some of the simple nature poems which 
have been presented. Many of the suggestions given for 
the study of the story in previous months will serve 
here. 

Suggestions for study of "The Landing of the Pil- 
grim Fathers." 
Teacher s Preparation. 

Divide the poem into its respective stages. Discover 
the underlying thought of generalization. Note what 
application can be made. Make a line or thought 
analysis. Note adaptation of language to the character 
of the poem. Decide upon what word and blackboard 
illustrations to use — what pictures. 
Presentation. 

Eecall children's knowledge of this historical event, 
supplying such material as will help to form a good 
setting for the poem. Lead them to note what part of 
the poem forms the introduction — where the story or 
incident begins. What is the picture given in the open- 
ing stanzas — make mental picture vivid by graphic 
description of existing conditions. Why do you know 
the storm was heavy? Question concerning "breaking 
waves," "rockbound coast/' "giant branches." After 
developing difficult and doubtful words and phrases, 
call attention to elements of subject matter. Contrast 
the coming of the conqueror and the coming of the 
"flying" with the manner in which these Pilgrims came 
— third and fourth stanzas. Which stanzas tell of the 
people who came — note different classes of people. 
Discuss various objects which might have brought them 
from their homes. Bring out distinctly their real object 
in coming to this country — compare motives which 



NOVEMBEK 101 

influenced early Jamestown settlers. Did the Pilgrim 
Fathers find what they sought here? How did they 
leave it for us? 

POEMS 

Thanksgiving Poems. — Whittier. 

A Song of Harvest. 

The Corn Song. 
The Landing of the Pilgrims. — Mrs. Hemans. 
The Mountain and the Squirrel. — Emerson. 

From "For an Autumn Festival." — Whittier. 

Once more the liberal year laughs out 
O'er richer stores than gems or gold, 

Once more with harvest song and shout 
Is Nature's bloodless triumph told. 

Our common mother rests and sings, 

Like Ruth among her garnered sheaves; 

Her lap is full of goodly things, 

Her brow is bris^ht with autumn leaves. 



'to^ 



This day,, with all its many joys. 
Has come to gladden girls and boys; 
The table's spread with bounteous store, 
How can we ever hope for more ! 
We wish that every one were gay 
Upon Thanksgiving Day ! 

— Wide Awake, 



102 THE THIRD SCHOOL YEAR 

THAXKSGIVIXG 

The ripe, rosy apples are all gathered in, 
They wait for the winter in barrel and bin; 

And nuts for the children, a plentiful store," 
Are spread out to dry on the broad attic floor. 

The ^p'eat golden pumpkins, that grew such a size, 
Are ready to make into Thanksgiving pies ; 

And all the good times that the children hold dear 
Have come round again Avith the feast of the year. 

Now, what shall we do in our bright, happy homes 
To welcome this time of good times as it comes? 

And what do you say is the very best way 

To show we are thankful on Thanksgiving Day? 

The best thing that hearts that are thankful can do 
Is this: to make thankful some other hearts, too. 

For lives that are grateful, and sunny, and glad, 
To carry their sunshine to lives that are sad; 

For children who have all they want and to spare, 
Their good things with poor little children to share. 

For this will bring blessing, and this is the way 
To show we are thankful on Thanksgiving Day. 



NOVEMBER 103 

TALKING IN THEIR SLEEP 

"You think I am dead," 

The apple tree said, 
"Because I have never a leaf to show; 

Because I stoop 

And my branches droop, 
And the dull gray mosses over me grow. 
But I^m alive in trunk and shoot, 

The buds of next May 

I fold away, 
But I pity the withered grass at my root." 

"You think I am dead," 

The quick grass said, 
"Because I have parted with stem and blade; 

But under the ground 

I am safe and sound. 
With the snow's thick blanket over me laid. 
Fm all alive and ready to shoot 

Should the spring of the year 

Come dancing here, 
But I pity the flower without branch or root." 

"You think I am dead,'' 

A soft voice said, 
"Because not a branch or root I own. 

I never have died. 

But close I hide 
In a plumy seed that the wind has sown. 
Patient I wait through the long winter hours — 



104 THE THIKD SCHOOL YEAR 

You will see me again — 
I shall laugh at you then 
Out of the eyes of a hundred flowers." 

— Edith M. Thomas. 

STORY OF THE PILGRIMS 

Children, do you know the story 
Of the first Thanksgiving Day, 

Founded by our Pilgrim Fathers 
In that time so far away? 

They had given for religion 

Wealth, and comfort, yes, and more, 

Left their homes and friends and kindred 
For a bleak and barren shore. 

On New England's rugged headlands, 
Now where peaceful Plymouth lies; 

There they built their rude log-cabins, 
'Neath the cold, forbidding skies. 

And too often e'en the bravest. 

Felt his blood run cold with dread; 

Lest the wild and savage red man 
Burn the roof above his head. 

Want and sickness, death and sorrow, 
Met their eye on every hand; 

And before the spring-time reached them 
They had buried half their band. 

But their noble brave endurance 
Was not exercised in vain : 



NOVEMBER 105 

Summer brought them brighter prospects, 
Eipening seed and waving grain. 

And the patient Pilgrim mothers 

As the harvest time drew near. 
Looked with happy, thankful faces, 

At the full corn in the ear. 

So the governor, William Bradford, 

In the gladness of his heart, 
To praise God for all His mercies. 

Set a special day apart. 

This was in the autumn, children, 

Sixteen hundred twenty-one; 
Scarce a year from when they landed. 

And the colony begun. 

And now, when in late November 
Our Thanksgiving feast is spread, 

'Tis the same time-honored custom 
Of those Pilgrims long since dead. 

We shall never know the terrors 

That they braved, years, years ago; 

But for all their struggles gave us. 
We, our gratitude can show. 

— Selected. 

SONG OF THE COTTON PLANT 

Sing, oh sing for the cotton plant! 

Bravely may it grow. 
Bearing in its seeded bolls 

Cotton white as snow ! 



106 THE THIED SCHOOL YEAR 

Spin the cotton into thread; 

Weave it in the loom; 
Wear it now, clear little child, 

In yonr happy home ! 

When you've worn it well and long, 

Will it worthless be? 
No; a book made from this dress 

You yet, in time, may see. 

Sort the rags and grind to pulp; 

Weave the paper fair; 
Now it only waits for words 

To be printed there. 

Thoughts from God to man sent down 

May these pages show. 
Sing, oh sing for the cotton plant, 

Bravely may it grow ! 

May ten thousand cotton plants 
Spring up fresh and fair. 

That words of wisdom and of love 
O'er all the world shall bear. 



HARVEST IS COME 

Harvest is come. The bins are full, 

The barns are running o'er; 
Both grains and fruits we've garnered in, 

Till we've no space for more. 



NOVEMBER 107 

We've worked and toiled through heat and cold 

To plant, to sow, to reap; 
And now for all this bounteous store 

Let us Thanksgiving keep. 

— Selected. 

For the fruits upon the tree. 
For the birds that sang of Thee, 
For the earth in beauty drest. 
Father, mother and the rest; 
For Thy precdous loving care, 
For Thy bounty everywhere, 
Father, we thank Thee ! 
Father, we thank Thee ! 
Father in Heaven we thank Thee ! 

— Mary Mapes Dodge. 

NOVEMBER 

The leaves are fading and falling, 

The winds are rough and wild. 
The birds have ceased their calling 

But let me tell you, my child, 
Though day by day, as it closes. 

Doth it darker and colder grow; 
The roots of the bright red roses 

Will keep alive in the snow. 

And when the winter is over. 

The boughs will get new leaves, 
The quail come back to the clover. 

The swallov/ come back to the eaves. 



108 THE THIED SCHOOL YEAR 

The robin will wear on his bosom 

A vest that is bright and new, 
And the loveliest wayside blossoms 

Will shine with the sun and dew. 

The leaves to-day are whirling, 

The brooks are dry and dumb. 
But let me tell you, my darling. 

The spring will be sure to come. 
So, when some dear joy loses 

Its beauteous summer glow. 
Think how the roots of the roses 

Are kept alive in the snow. 

— Alice Cary. 

LOCAL HISTORY — TOWN OF CALIFORNIA 

I. Name. 

Why so called. Story of the gold discovery in 
the state of California. 

II. Location. 

On which bank of the Monongahela. 
Nearest towns and cities. 
Advantages of situation. 

III. Early History. 

1. Indian life here. Eelics found. Burial 

ground. Characteristics of the tribe. The 
old Indian road. The Council. 

2. The early settlers. Who they were; the first 

houses. 

3. Town. — When laid out. Direction of streets. 

Size and value of the lots. 



NOVEMBEE 109 

IV. Growth of California. — Institutional Life. 

1. Homes. — Kinds of houses, etc. 

2. Business life. — Early business life — mills, 

boat-yard, steam tannery, etc. Occupa- 
tions of the people to-day. Connect with 
the work in geography. Travel and trans- 
portation. Early modes of travel. — Horse- 
back, stage-coach, ferry-boat. Eoutes. — 
Historic Brownsville road, i. e., The Nat- 
ional Pike. Compare modes of travel and 
transportation to-day with those of early 
times. Compare travel by rail with travel 
by water. 

3. School and school-grounds. The old Acad- 

emy. The Normal School. — The Model. 

4. Church life. The first church. Growth in 

this line. 

5. The government life. 

1. The borough — what it is. 

2. Officers and their duties. Burgess. Jus- 

tice of the Peace. School directors. 
Assessors. Other officers. 

SETTLEMENT. MASSACHUSETTS. 

Ideas of Massachusetts. 

The Pilgrims — recall previous study. 
Locate places on blackboard maps. 
Stories of Colonial Children. — Pratt. 

Colonial Schools. 

Their Sabbaths. 

Books, Newspapers. 

Indian Troubles. 

Hundred Years from the Settlement. 



110 THE THTKD SCHOOL YEAR 

THANKSGIVING DAY — SIGNIFICANCE AND OBSERVANCE 

Festivals of the Israelites. 

Pentecost, or the feast of weeks. — Lev. 23. 

A festival for the harvest. 
Feast of Tabernacles. — Dent. 16. 

A special thanksgiving for the safe ingathering 
of the crops. 
The Pilgrim's first Thanksgiving. 
Our Thanksgiving Observance. 

IV DUMBER 

Have the children make constant use of the number 
ideas previously gained. 

Develop the nevr numbers to fifty, devoting the time 
chiefly to numbers 42, 48, and 49. 

Before making maps of the school room and the 
town give the pupils considerable practice in the use 
of scales in drawing, e. g., one inch to one foot; one- 
eighth inch to a foot; one-half inch to one yard, etc. 
For the map of the village of California, a drawing 
of convenient size can be made by allowing one inch 
to represent the length of a square. 

Let the practical problems be concerned largely with 
the buying and selling of fruits, vegetables, and articles 
of clothing. Bring in units of measure that the chil- 
dren may see the actual amount — make drawings show- 
ing their comparative sizes. For helpful suggestions in 
the use of concrete problems see "Speer's Primary 
Arithmetic.'' 

Give the children opportunity to make problems. 

Ask for ratios of numbers — parts to whole. 



NOVEMBEE 111 

Have the fourth table constructed and repeated. 
Give exercises in counting by given numbers — by 
threes^ fours, etc. 

Examples. 

Let line A represent one peck; draw B representing 
one-half bushel, and C one bushel. 

Line A is what part of line C? The cost of a peck 
is what part of the cost of a bushel? 

At ten cents a peck what will a bushel of turnips 
cost? What will three- fourths of a bushel cost? 
,, If a bushel of potatoes cost 48 cents, what will a 
peck cost? What will a half-bushel cost? 

At six cents a half-peck how many pecks of potatoes 
can you get for 48 cents? 

V LANGUAGE 

Have much oral work in narration and description. 
Give frequent opportunity for the use of this, that, 
these, those, and simple verb forms, e. g., grow, grows; 
raise, raises. 

Let the children describe an act, e. g., harvesting or 
threshing of wheat. Help them to use new words by 
substituting a new or an unfamiliar word for one in 
common use. 

After the different subjects have been developed and 
the generalizations well formulated orally, have them 
carefully reproduced in writing, using blackboard 
questions as before directed. 

DICTATION EXEECISE^ — STORING FOOD 

The farmer stores grain in the granary. 



112 THE THIED SCHOOL YEAR 

Farmers store beets, turnips, and potatoes in the 
cellar. 

They bury cabbage in the ground. 

Apples, too, are often buried. 

Mr. White buries apples in his garden. 

The farmer raises many grains. 

Some farmers raise corn, wheat, rye, and barley. 

SPELLIXG 

As spelling is such an important part of education 
it is necessary that we assist the pupil to secure the 
ability to become a good speller. We can best do this 
by aiding him to develop what has been called the 
"spelling mind,'' or a mind having a distinct mental 
picture of words. Spelling, therefore, becomes the 
study of form — lessons in sense perception, rather than 
the memorizing of letters which go to make up the 
words. 

It is our aim not to treat this branch of school study 
as an isolated subject but as a vital part of all other 
subjects. As each subject is developed, the words re- 
lating to it are taught. From a line of work, such as 
nature study, we classify or group these words into 
those relating to insects, leaves, flowers, fruits, etc. 
The pupil is required not only to pronounce and write 
these words but frequent opportunity is provided for 
their use. 

At this period of the child's school life we wish to 
aid him to build a good working vocabulary — to this 
end we omit all those words which have no part in 
his life and can not be so assimilated as to become 
necessary to him. 



NOVEMBER 113 

SENTENCE EXERCISE CLOTHING 

1. Sheep — wool — rolls — yarn — cloth. 

2. Cotton plant — cotton bale — yarn — muslin. 

3. Cocoon — silk thread — skein — ribbon-^dress goods. 

4. Flax plant — fibre — linen thread — cloth — lace. 

5. Otter — beaver — ermine — fiir — seal skin. 

THE TURNIP 

Mamie Cross, age 8. 
(Answers to written questions.) 
The turnip is a fleshy root. 
It takes it two years to go to seed. 
The parts of the turnip are the skin and the flesh. 
The form of the turnip is flat and round. 
I can say that some turnips are red on the top and 
white on the bottom. 

The color of the turnip is white and red. 

We use the turnip in the fall. 

We bury the turnips and put them in barrels. 

SELECTIONS FOR READING 

Class Work. 

"The Flax." — Ha?is Anderson (adapted). S. S. L. 
"The Flax Flower."— /S. S. L. 
"Hiawatha's Fasting." — Riverside Series. 

Seat Reading. — Autumn Series. 
"Frost Pictures." 
"Little White Fairies." 
"Winter Quarters." "Yearly Travelers.^' 

Sight Reading. 

"Story of the Filgnms.''— Booklet— Ed. Pub. Co. 



114 THE THIED SCHOOL YEAR 

VI THE AETS 

THAXKSGIVIXG SOXGS 

Over the Mountain Wave. 

The Corn Song. — Whittier. 

The Landing of the Pilgrims. — Mrs. Hemans. 

A Child's Thanksgiving. 

Exercises in triple and quadruple measure. 

DRAWING 

Map drawing — home geography. 

Subjects relating to the manufacture of linen. 

Illustrate "Story of the Pilgrims." 

PAINTING 

Designs for prints — related to study of clothing. 
Vegetables: beet, turnip, carrot, etc. 

CLAY MODELING 

Objects resembling the type forms. 
Model vegetables studied. 

PICTURES 

The Embarkation of the Pilo^rims. 
The Landing of the. Pilgrims. 
John Alden and Priscilla. 

CHART WORK 

Chart of painting and language work. 
Thanksgiving chart containing pictures and illus- 
trated stories by the children. 




"Free as the mountain air, 
Bright as the morning dew. 

Tender, calm, and fair. 

May Christmas come to you." 

I GEOGEAPHY AND NATURE STUDY 

COAL AND MINING 

In accordance with the plan of having the child's 
environment furnish the subject matter for his mental 
development, the subject of coal and mining has been 
selected for this time, the general study of occupations 
having prepared the way for detailed work upon this 
industry. As the town of California is situated in the 
soft coal district, one mine being within a few rods of 
the school buildings, the children already have the 
deepest interest in this subject. 

Lead the children to talk freely about coal, mines, 
and miners. Have them determine the qualities of 
coal by handling, observing it burn, etc. Give a simple 
account of the plant nature of coal and of the processes 
of heat and moisture which gave it its present form. 
Make a diagram of a mine showing main shafts and 
passages. Use pictures and drawings. 

Material. — Specimens of different kinds of coal, 
coke, charcoal, peat. 

115 



116 THE THIKD SCHOOL YEAR 

GENEBAL PLAN OF AVORK 

I. Characteristics of Coal. 

1. Properties. — Color^ structure, luster, etc. 

2. Traces of organic structure. 

3. Compare different kinds of coal. 

4. Character of coal beds. 

II. How Coal is Obtained. 

1. Appearance of a coal mine. 

2. The work of miners. Tools. The motor. 

3. The Davy lamp. Gases and ventilation. 

III. Uses of Coal. 

IV. Commercial Value and Transportation. 

EVERGREENS 

In our search for concrete material for nature study 
we can find no more interesting work for the Christmas 
season than the study of evergreens. Many of these 
trees are in the campus and about the homes of the 
children. What do children know of them? Teach 
them to recognize more varieties. 

Beauty of the evergreens. 

Value to birds and animals. 

Use at Christmas. Use as shade trees. 

Compare with other trees. 

Study the parts of the evergreen. 

For class work have branches, buds, cones. 

I. Needles. 

Why called. 

Color, shape, size, arrangement. 

Adaptation to winter — compare with leaves. 



DECEMBER 

11. Buds. 

Where found — number. 
How protected. 
Use. 



117 




CONE AND BRANCH 



III. Cones. 

How made up — character of scales and seeds. 

Color, shape and size of the cone. 

Why called fruit — compare with other fruits. 



118 THE THIKD SCHOOL YEAR 

SNOW 

I. What Snow Is (frozen water). 
11. Characteristics of Snow Crystals. 

Color — shapes — number of sides. 
Give out light — prismatic edges give colors of 
the rainbow. Fill more space than water. 
III. Uses of Snow. 

Stores moisture^ melts and irrigates dry places. 

Protects roots of plants. 
Snowflakes collect dust and leave the atmos- 
phere pure. 
lY. Pleasures Afforded by Snow. 

Makes the winter season beautiful. 
Furnishes opportunity for sleighing, coasting, 
etc. 
y. Where it Never Snows. 
VI. Where There is Snow All the Year. 

Connect with geography work on cold countries. 

II LITERATURE AND HISTORY 

LITERATURE 

Stories and Poems. 

The North Wind and the Snow Princess. — Garden 

and Field. 
Whittier — Biography and Birthday Observance. 

In School Days. 
The Birds' Christmas Carol. — Wiggin. 
Christmas Poems: 

The Lonely Pine Tree. — All the Year Round, 

The Sparrows. — Celia Thaxter. 

Christmas Carol. — Brooks. 



DECEMBEE 119 

JOHN GREENLEAF WHITTIER 

I. Early Life. 

1. Birthplace near Haverhill, Mass., Dec. 17, 
1807.— The Quakers. 

2. Greenleaf s play — horses — sheep — playing 

king — thoughts about brooks, leaves, grass. 

3. Work on the farm — preparing wool and flax 

for weaving. 

4. His school — the school-house; story told in 

"In School Days." 

5. Love of Books — Burns' poems. 

6. Whittier's verses — Mr. Garrison. 

IL Student and Teacher — Haverhill Academy. 
III. Life in Boston — studying — reading — writing 

poems. 
IV. Editor in Hartford — return to farm. 
V. Removal to Amesbury. 

Poems : "Snow Bound," "In School Days." 
VL Life at Oak Knoll. 

Friday, the squirrel; David, the mocking-bird; 
Whittier's dogs. 
VII. The "Whittier School." 
The poet's death. 
Why we love to read his poems. 

0, LITTLE TOWN OF BETHLEHEM 

0, little town of Bethlehem, 

How still we see thee lie, 
Above thy deep and dreamless sleep, 

The silent stars go by; 



120 THE THIKD SCHOOL YEAR 

Yet, in th}^ dark street shineth 

The everlasting Light; 
The hopes and fears of all the years 

Are met in thee to-night. 

For Christ is born of Mary, 

And gathered all above 
While mortals sleep, the angels keep 

Their watch of wondering love. 
0, morning stars together 

Proclaim the holy birth, 
And praises sing to God the King, 

And peace to men on earth ! 

— Phillips Brooks. 



CHRISTMAS MOEXING 

"The bells ring clear as bugle note. 
Sweet song is filling every throat, 

'Tis welcome Christmas morning! 
0, never yet was morn so fair, 
Such silent music in the air, 

^Tis merry Christmas morning ! 

"Dear day of all days in the year. 
Dear day of song, good will and cheer, 

^Tis golden Christmas morning ! 
The hope, the faith, the love that is, — 
The peace, the holy promises, 

'Tis glorious Christmas morning !" 

— Joaquin Miller. 



DECEMBEE 121 

A merry Christmas, children all, 
Eich and poor, large and small. 
To north, to south, to east, to west, 
In every land where Christ is guest, 
A merry, merry Christmas ! 

— Youth's Campanion. 

When sprays of holly deck the hall 
And evergreen festoons the wall. 
When berries red roll on the floor, ^/. .= 
And bitter blasts blow through the door, 
When all outside is white with rime — 
Ah ! then we know 'tis Christmas-time ! 

— Harper s Young People. 

^Sweetly Christmas bells are ringing. 

Through the morning air; 
Peace and joy, good tidings bringing. 

Gladness everywhere." 

For little children everywhere, 

A joyous season now we make; 
We bring our precious gifts to them 

Even for the dear child Jesus' sake. 

— Phoehe Gary. 

Out of the bosom of the air, 
Out of the cloud-folds of her garments shaken, 

Over the woodlands brown and bare. 
Over the harvest fields forsaken. 

Silent and soft and slow 

Descends the snow. 

— LongfeUoiv. 



122 THE THIRD SCHOOL YEAR 

This is the way the snow comes down. 
Softly, softly falling: 
So He giveth His snow like wool, 
Fair and white and beautiful. 
This is the way the snow comes down. 
Softly, softly falling. 

— Selected. 

When the snowflakes, whirling downward. 
Hissed among the withered oak leaves. 
Changed the pine trees into wigwams, 
Covered all the earth with silence. 

— Longfellow, 

Delve in the mellow mold 

Far, far below. 

And so, 

Little evergreens, grow! 

Grow, grow ! 

Grow, little evergreens, grow! 

"I am clad in needles, 

Hateful things V he cried, 
"All the trees about me 

Laugh in scornful pride; 
Broad their leaves and fair to see; 
Worthless needles cover me." 

— The Discontented Pine. 

"Stood the groves of singing pine trees. 
Green in summer, white in winter. 
Ever sighing, ever singing." 



DECEMBER 123 

And the larch with all its fibres, 
Shivered in the air of morning, 
Touched his forehead with his tassels, 
Said with one long sigh of sorrow, 
"Take them all, Hiawatha." 

— Longfellow. 

"0, Pine tree ! 0, Pine tree ! 

How true are thy branches ! 
Green not alone in summer time. 
But in winter's frost and rime ! 
0, Pine tree ! 0, Pine tree ! 

How true are thy branches !" 

"If Mother Nature patches the leaves of trees and vines, 
I'm sure she does her darning with needles of the pines ; 
They are so long and slender, and sometimes in full 

view. 
She has her thread of cobweb and thimble made of 

dew/' 

HISTORY 

Let the history of the Christmas season center about 
the Bible story of Christ. Discuss Christmas manners 
and customs in our own and in other lands. Give ideas 
of Bible Lands. Eecall what children have already 
learned concerning the Holy Land. Tell of the im- 
portant part this country once played in history. Con- 
trast its condition to-day with that of the time when 
Rome counted it her richest province. Tell of the ruin 
produced by nations which envied its beauty and fer- 
tility. Give ideas of its position and extent — area a 



124 THE THIED SCHOOL YEAR 

little larger than that of Massachusetts. Sketch simple 
map locating the Jordan Eiver, Dead Sea, Bethlehem, 
Nazareth, Jerusalem, etc. 
towers — pools — churches — monasteries. Via Dolorosa, 

Joppa or Jaffa. — Xoted seaport — approach to Pales- 
tine. Wealth of Tyre and Sidon brought through here. 
Visited by many pilgrims. Home of Dorcas. Reputed 
house of Simon the Tanner. Many nationalities rep- 
resented. Noted market — fruits, fish — "Jaffa oranges." 
Box shaped limestone houses — flat roofs — no chimney 
— no windows — no sidewalks — streets winding, narrow, 
carriages cannot enter. Dense population — people of 
all types. Zion. Mount of Olives. Damascus gate — 
most sacred street, believed by many to be the route 
along which the Saviour bore His cross to Calvary. 

Bethlehem. — About six miles, or a Sabbath day's 
journey from Jerusalem — historic route — ragged hill 
olive groves. Bethelehem to-day. Shepherds still graze 
their sheep on the plains. Population about six thou- 
sand. Chief business making beads of mother of pearl, 
and pearl paper cutters for pilgrims. Houses built of 
stone — usually one story — without yards or gardens. 
The stables are caves. Church stands over the stable 
where it is said Christ was born — much changed by 
decoration — visited by pilgrims. Christmas here is a 
day of joy and feasting. 

Jerusalem. — The Holy City, Mount Zion, The City 
of David, The City of the Cross, The City of Peace. " 

Thirty-three miles from Joppa — trains have taken 
place of saddle horses and coaches. A city set on a 
hill — see Bible references to beautiful situation. Deep 
ravines on three sides — a fortified city. Enclosed by a 



126 THE THIED SCHOOL YEAE 

wall two and a half miles long. Walls about thirty- 
eight feet high, marked at intervals by projecting 
towers. 

Ill NUMBER 

Develop and use all the important number facts from 
the number 50 to 60, dwelling longest on numbers 54 
and 56. 

Strive to secure speed and accuracy in the operations 
of the fundamental rules. To this end give much prac- 
tice in the rapid combinations of numbers. Use com- 
bination cards and devices. Point to figures in columns 
on the board, asking pupils to give the sum promptly. 
Give exercises in adding and subtracting upon the 
same plan. 

Continue adding and subtracting by given numbers. 

The different exercises suggested, by cultivating close- 
ness of attention, promptness and rapidity in making 
combinations, will be of the greatest practical value to 
the child, as in real life this is the line of work he will 
be called upon to use. Moreover, this Avor}s: is never 
drudgery but is entered upon with the keenest zest and 
enjoyment on the part of the child ; therefore, there is 
no reason why we should fail to give him this oppor- 
tunity to gain power and mastery by the skillful use of 
numbers. 

Continue the development and use of numbers in 
constructive work — making the card-board Christmas 
gifts, book covers, etc. Use various scales both for 
board and seat work. 

Rectangles: 6x7, 4x11, 6x8, 7x7. 

As the subject of coal forms the basis of the geogra- 



DECEMBEE 127 

phy work for this month, let the concrete examples be 
concerned with the buying and selling of this fuel. 

Ask children to quote prices of coal. 

What is the cost of coal per bushel? What does it 
cost per ton? Discuss prices here compared with those 
of regions remote from mines — cost of transportation. 

Give simple problems of gain and loss — problems 
concerning the wages of miners. 

Have pupils write examples : 

Write a problem about 7 bushels of coal at 

cents a bushel. 

Write a problem about 12 tons of coal at 

dollars a ton. 

Continue the construction of tables. 

Add by fours to sixty. 

Begin with two and add by 4's. — Begin with three. 

Begin with 60 and subtract by 3's. 

Begin with 60 and subtract by 6's. 

IV LANGUAGE 

Continue the oral and written work, still using the 
sentence as the unit of composition. Arrange lessons 
upon coal, evergreens, etc. 

While punctuation and capitalization are taught in- 
cidentally throughout the year, it cannot be done in a 
haphazard way, but must be orderly and systematic, 
each dictation lesson or other language exercise having 
a special aim. 

At this time teach the use of the quotation marks 
and the capital letter as used in personification. Let 



128 THE THIED SCHOOL YEAE 

the pupils apply this knowledge by punctuating sen- 
tences arranged from reading lessons. 

Continue to emphasize the use of verb forms, as cost, 
costs, in order to eliminate very common errors. 

After the children have read such simple poems as 
"The Good Little Sister," ask them to write the story. 
Ask them to read it again and see if they cannot im- 
prove upon the first writing. 

THE CONE 

(Pupils written answer to black-board questions.) 

Cones are found on some evergreen trees. 

The cone is the fruit of the tree. 

The color of the cone is a light brown. 

Some cones are five inches long. 

The outside of the cone is made of scales. 

The seeds are in the cone. 

The scales protect the seeds. 

The seeds are scattered by the wdnd. 

When the cone gets ripe it falls off. 

When the cones get wet the scales close up. 

DICTATION EXERCISE 

(From reading lesson.) 

1. "Lay aside your cloak, Birch Tree !" 

2. "Give me of your boughs, Cedar!" 

3. "Give me of your roots, Larch Tree !" 

4. "Take them all, Hiawatha!'' 

5. "Give me of your balm, Fir Tree ! 

Of 5^our balsam and your resin. 
So to close the seams together 
That the water may not enter. 
That the river may not wet me!" 



DECEMBER l29 

SENTENCE EXERCISE. VERB FORMS 

Complete these statements by using appropriate words 
selected from the list. 

Evergreens 

The evergreen 



The cone 
Cones — 



Miners 

The miner 

The coal barge 

Coal barges 

Grow, ripens, carry, cover, grow, protect, carries, digs, 
ripen, falls. 

READING. '"the GOOD LITTLE SISTER "' 

Many children read well after they have mastered 
the difficult words of a selection and have thoroughly 
grasped the thought intended to be conveyed ; others, 
however, have acquired bad habits, such as high pitched 
and monotonous tones. In such instances constant 
effort is needed on the part of the teacher in order 
that she may assist the child to secure the ability to 
express thought well, orally. 

Begin the lesson by discussion — scene of the incident 
— time of year-^kind of winter. What three words 
describe the winter? Name some crops. What might 
have caused this failure? If the family w^as not so 
very poor why was the father full of anxious care? 
Eead the stanza which tells of the trouble in the home. 
If you feel sorry for this family let your voice tell me. 
What kind of a man was the father ? Eead the stanza 
— let me hear again whom he loved. 



130 THE THIRD SCHOOL YEAR 

Continue the interpretation — question fully concern- 
ing what is said of Jennie and of the "good little sister." 
Lead the children to show by their reading that Jennie 
was glad when she received these gifts. Bring out the 
underlying truths fully by comparisons and contrasts — 
the generalizations are formulated and the application 
is given in these stanzas: 

"And this, if you have but little, 
Is what I would say to you : 
Make all you can of that little — 
Do all the good you can do. 

"And though your gifts may be humble, 
Let no little child, I pray, 
Find only an empty stocking 

On the morn of the Christmas Day !" 

SELECTIOXS FOR READING 

Three lines of work continued. 

From Winter Series of A. Y. R.: 
The Eskimo. Hunting Seals. 
The Coal Forests. Coal Mining. 
The Evergreens. The Disconsolate Pine. 
The Fir Tree (Christmas poem). 

From Stepping Stones to Literature: 
The Boy Hero (Story of Holland). 
Hiawatha's Sailing. 

The Good Little Sister (Christmas poem). — Phoehe 
Cary. 



DECEMBER 131 

V THE ARTS 

Let the art study for this month center about the 
Christmas season. For color study see suggestions for 
October. 

Emphasize the decorative and the constructive work 
at this time. In this creative work aim to train the 
individuality of the child — remember that the simplest 
inventions are worth much to him. Let the children 
make pretty gifts of card or celluloid tied with ribbons 
— baskets, card trays, etc. After the evergreen study 
ask them to decorate covers for booklets with paintings 
of holly, pine cones, branches of evergreens, etc. These 
booklets containing their brush drawings, written de- 
scriptions, and literary gems are very attractive and will 
make beautiful gifts. 

Boyden's "Nature Study by Months" gives valuable 
suggestions upon this subject. 

The cone is called the form of beauty. Compare with 
other form studied. Note in what compound form it 
enters — fruits, vegetables, and seed vessels. 

MUSIC 

Exercises in Key of G. 
Song Exercises. 

Twinkle, Twinkle. A Lullaby. 
Christmas Songs. 

Christmas. — Hymnal. 

Silent Night. — Chapel Hymnal. 

Santa Claus. — Ideal Music Course. 

Jolly Old St. Nicholas. 

The Silently Falling Snow. 

Sleighing Song. 



1 T^r *^ 


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RP^ 


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PAPER CONSTRUCTION 




MADONNA OF THE CHAIR. 
BY RAPHAEL. 



DECEMBER 133 

FORM STUDY AND DRAWING 

Plan of a mine. 

Miner's tools. Coal cars, etc. 

Brush drawing with color : 

Evergreens — Branches showing buds. 

Evergreen cones. 
Form Study. — The cone. 

CONSTRUCTIVE AND DECORATIVE WORE 

Booklet of evergreen study. 

Chart of evergreen paintings and language work. 

Christmas gifts of card-boards. 

Picture frames, card trays, etc. 

PICTURE STUDY 

Madonnas — Selected. — Eaphael. 
Adoration of the Magi. — Diirer. 
The Flight into Egypt. — Diirer, 
Holy Night. — Correggio. 




^^fTM-Mtm^m^^- 



Ring out the old^, ring in the new, 
Ring, happy bells;, across the snow : 
The year is going, let him go; 

Ring out the false, ring in the true. 

— Tennyson. 

I GEOGRAPHY 

- In the month of October there was a general dis- 
cussion of shelter in connection with the consideration 
of the wants of man. Later more specific work was 
given upon food, and upon clothing ; and now the sub- 
ject of building will occupy the greater part of the 
month. 

Lead the children to talk freely about what they have 
observed concerning this process. What buildings are 
now in process of erection? Have pupils observe dif- 
ferent stages of the work and report in school. Plan a 
trip to a new building. 

Arrange to have much number and decorative work 
grow out of the study upon building. 

Geographical ideas of Greece and the study of Greek 

134^ 



JANUAEY 135 

architecture will be connected with the history of 
^'Cleon, the Greek Boy." 

Have pupils plan the building and furnishing of a 
house. Give much opportunity for developing judg- 
ment, imagination, and aesthetic feeling. 

BUILDING A HOUSE 

I. Location. Buying the Land. 
11. The Architect. Plan of the Building. 
III. Materials. 

Where obtained. 
How supplied. 
Commercial value. 
ly. The Workmen. 

Number required. 
Classes — masons, carpenters, etc. 
Cost of this labor. 
V. Stages in the Process. 
Excavating the cellar. 
Laying the foundation, etc. 
VI. Decorating the house. 
VII. Furnishing. 

VIII. Drawing and Description of the Completed 
Building. 

(Extend into February.) 

II NATURE STUDY 

"How can a little child be merry 
In snowy, blowy January?" 

In snowy, blowy January the child can be happy and 
very much interested in the study of nature indoors. 
The subject of building, considered in the geography 



136 THE THIKD SCHOOL YEAE 

class, will prepare the way for somewhat detailed work 
upon our most common building materials. 

Have sufficient comparative study to bring out im- 
portant generalizations concerning their structure, etc. 
How are these materials adapted to their use. Lead 
pupils to see that certain kinds of building stones are 
used because they are hard enough to give strength, yet 
soft enough to be easily shaped, 

GENERAL PLAN OF WORK 

I. Materials. 

Sandstone, slatestone, limestone, marble, chalk, 
etc. 
II. Suggestions. 

Have pupils collect and bring specimens. By 
skillful questions lead them to discover com- 
mon properties — color, structure, luster, hard- 
ness, etc., and to detect any trace of organic 
structure — corals — shells. Can these stones 
be cut into good shapes? Can they be easily 
polished ? 

Under limestone, study limestone rocks, marble 
and chalk. Kinds of marble. Uses. How 
marbles are made. Compare with mica, glass. 

Have diagram on the board in which to place 
the characteristics of these minerals as they 
are discovered by the pupils. 

PHYSICS 

Simple Experiments Showing Properties Peculiar to 
Matter : 

Divisibility of matter. 
Illustrate by minerals studied. 



JAXUAKY 137 

SOME SPECIAL CHARACTERISTICS 

Sandstone is hardened sand full of little grains, 
crumbling. Hard grains of quartz form sand and 
finally sandstone. 

Slate is hardened clay; it is a variety of shale. 

Slatestone is firmer and smoother than sandstone — 
it is hard. 

Limestone makes up a large portion of the stratified 
rocks ; it is often full of shells. 

Marble is composed of small shiny pieces or crystals. 

The fine particles or grains of chalk rub off easily. 

SOME DESCRIPTIVE TERMS 

Common Properties 

1. Color — grayish white, yellowish white, reddish 

brown, etc. 

2. Structure — scaly, compact, granulated, fibrous. 

3. Luster — dull, pearly, glassy, metallic. 

4. Other properties — transparent, elastic, brittle, 

tough. 
— Clapps "Observation of Common Minerals." 

GLASS 

I. Characteristics of Glass. 

Compare with Mica and Building Materials. 

II. Kinds of Glass. 

III. Uses of Glass. 

IV. How Glass is Made. 
,V. Value of Glass. 

VI. What People Used Before They Had Glass. 



138 THE THIKD SCHOOL YEAR 

THE STARS 

"Silently, one by one, in the infinite meadows of heaven. 
Blossomed the lovely stars, the forget-me-nots of the 
angels." — Evangeline. 

THE STARS 

I. "Sky Flowers/— What They Are. 
II. The Colors of the Stars. 

III. Shooting Stars. Comets. 

IV. Why the Stars Twinkle. 

V. Stars that do not Twinkle i. e. Planets. 
VI. Principal Constellations. 

THE TELESCOPE 

Instrument which made distant objects seem near 
invented by an optician in Holland. This instrument, 
due to a discovery made by his little son — tell the story 
in "Storyland of Stars."— Pra/f. 

Galileo and the first telescope. 

BONES AND JOINTS 

1. Uses of the bony framework of the body. 

2. Composed of many bones. 

3. Characteristics of bone. 

Composition — structure. 
Kinds of matter — illustrate. 

4. Adaptation of size and shape of bones to use. 

5. Kinds of joints — illustrate. 

Adaptation to use. 

6. Cartilage; ligaments. 

7. How the spinal column is made up. 



JANUARY 139 

8. Compare bone with other tissue. 

9. H3^giene of bones. 

How bones may become distorted; narrow 

chest; stooping shoulders. 
How tobacco and alcohol affect the growth of 

bones. 



Ill LITERATURE AXD HISTORY 

LITERATURE 

Stories and Poems. 

Star Myths.— Age of Fable. 
The Legend of the Dipper. 

What Broke the China Pitcher.— Cat Tails and Other 

Tales. — Howlitson. 
Snow Bound — adapted. — Whittier. 
The Builders. — Longfellow. 
Old Greek Stories. — Baldunn. 

HAPPY NEW YEAR 

"Happy New Year!" Like a bell 

Peals the happy, joyous call; 
"Happy New Year!" Louder yet, 

"Happy New Year! One and all!" 

Hope again, with tints of rose. 
Paints our castles in the air; 
Happy thoughts drive care away; 
And happy smiles our faces wear. 



140 THE THIED SCHOOL YEAR 

"Happy New Year!" Speed the wish! 
Send it thrilling through the air, 
Till every heart beats perfect time 
To "Happy Xew Year" everywhere! 

— Sarah E. Sprague. 

From "The Vision of Sir Lannfal." 

There was never a leaf on bush or tree, 
The bare boughs rattled shudderingly ; 
The river was dumb and could not speak, 
For the weaver Winter its shroud had spun, 
A single crow on the tree-top bleak 

From his shining feathers shed off the cold sun. 

— Lowell. 

- For the structure that we raise. 
Time is with materials filled; 
Our to-days and yesterdays 

Are the blocks with which we build. 

— Longfellow. 

In the elder days of Art 

Builders wrought with greatest care 

Each minute and unseen part; 
For the gods see everywhere. 

''The Builders'' — Longfellow. 

HISTORY 

In planning the work for the year, besides prepar- 
ing the way for the child's understanding something 
of the development of our own national life through 
the study of individual and community life, it is our 



JANUARY 141 

aim to aid him to acquire ideas of far away places, and 
also to comprehend something of the life development 
of the Aryan race through the study of the life history 
of a branch of that ancient people. 

To secure this end the oral presentation of some of 
the facts of early Greek life as related in the story 
of Cleon from "Ten Little Boys" has been selected as a 
basis for the month's work. 

The mythological stories which the pupils have al- 
ready had, when recalled, will serve as excellent prep- 
aration for the successful development of this line of 
history. What do the pupils remember of Ulysses, of 
Hercules, of Zeus? 

Present the subject as suggested in work of previous 
months; the outline given here will help to determine 
the extent of each day's lesson. Make the work vital 
and real, frequently asking the girls and boys to form 
mental pictures of scenes and incidents described. As- 
sist them to a clear understanding of the Olympian 
games. Let them draw lots to determine who shall 
run in the races. Write the names of the winners of 
the four races on the board to show who were to run 
for the olive crown. Make frequent use of pictures 
and black-board drawings. 

Building Materials in other Lands. 
Improvements in our Dwellings. 
The Greeks — Life Development. 
Stories of Greek Heroes. 
History of Greek Art. 
Solomon and the Temple — Bible. 



142 THE THIRD SCHOOL YEAE 
CLEON THE GREEK BOY 

Introduction. 

I. The Valley of Elis. 
II. The Temple — statue of victory — of Zeus — the 
throne. 
Statue of Zeus. 

By whom made. 

Materials used. 

Height — general appearance. 

Development. 

I. March to Olympia — Spartan Boys. 

Food — black bread and water. Must be athletes. 
Few luxuries. Bed of rushes and thistle down. 
II. The Athenian Boys — Cleon. 

1. The pedagogue. 

2. Cleon's school. — How time is reckoned — 

school hours — Glaucus and Lysias — Cleon's 
studies — reading, repeating poetry of Ho- 
mer, writing — waxed tablet — st3'lus, music — 
singing, playing lute. Atticus. 

3. Cleon's games. — Skip shells, ball, leap frog, 

the hoop, training for the races in the 
Olympic games. 

III. Journey to Olympia — Athenian Boys. 

Dress of Boys — reckoning time — camping at 
night — food, wild olives and almonds, broth, 
cakes, and honey from the farmhouses — the 
sacred laurel. 

IV. The Games. 

Why sacred — the runners — Aristodemus — sacri- 
fice to Zeus. 



JANUAEY 143 

1. The Eace. 

Who can enter. 
Preparation for the race. 
The victors. 

Eimning for the olive crown. 
Winning the crown. 

2. The Wrestling. 

Preparation for wrestling. 
The contest. 
The victor. 
V. Cleon's Keturn to Athens. — His Home. 

1. His little brother — the festival day. 

2. His home — plan of house — why doors open 

on the outside — statue of Apollo — sacred 
hearth — spinning and weaving. 

3. The sacred oracle at Delphi. 

4. Statue of Pallas Athene — the Acropolis. 

Athene, guardian goddess of Athens — made 
the olive tree — her help sought in war and 
peace — taught the arts of spinning and 
weaving, etc. 
Festival in her honor — the torch race — Dal- 
dion — the Phirric dance. 

5. Celebrating naming of Cleon's brother. Prep- 

aration — the guests — their dress — work of 
the slaves — the feast. 



IV NUMBER 

Continue the development of numbers, ending with 
the number seventy. 

Let the concrete work center about buildinsr. Give 



144 THE THIED SCHOOL YEAR 

problems concerning the value of wood, stone, brick, etc. 
— cost of labor — masonry, carpentry. 

Eequire the children to measure and find areas of 
glass panes, bricks — construct card board boxes and 
find areas. Use this form from "Baldwin's Industrial 
Arithmetic.'' 

Length of side. 

Breadth of side. 

Area of one side. 

Area of both sides. 

Length of end. 

Breadth of end. 

Area of one end. 

Area of both ends. 

State dimensions of top and bottom in the same 

way. 
Area of entire surface. 

Let the children plan to build a house according to 
the work outlined in geography. Ask them to decide 
upon the number and kind of rooms and give dimen- 
sions. Have them draw the ground plan, also the plan 
for second floor, giving names to the different rooms. 

Teach the cube as a whole by means of a box having 
each dimension twelve inches, made solid by being filled 
with some substance. Give idea of cubic yard. Use 
these units in simple problems; theix detailed study 
will be reserved until later. 

Emphasize finding the surfaces of rooms — floors, 
ceiling, walls. 

Teach multiplication by two figures as occasion for 
its use presents itself. 



JANUARY 145 

Continue counting by different numbers — by 6's, 7's, 
etc. 

Write and repeat the sixth table. 

Eecall something of primitive ways of measuring 
time. Discuss the Greek divisions of time in connection 
with the story of Cleon, the Greek Boy. 

Complete this table : 
60 seconds = 

— minutes^ one hour. 

— hours = one day. 
7 days = 

4 weeks == 

— months = one year. 
365 days = 

100 = a century. 

V LANGUAGE 

The story of Cleon, the Greek Boy, as well as the 
work on building and building materials, will furnish 
abundant material for narration and description. 

Teach the use of the comma in separating explana- 
tory words and phrases, as, Cleon, the Greek Boy, played 
in the Olympic games. 

Take up the study of the paragraph as a unit of 
composition. Question concerning paragraphs in the 
reading lessons. What is each about ? Note indenta- 
tion. Ask the children to decide upon good subjects 
for paragraphs in their evergreen study just com- 
pleted. Needles — buds — cones. 

While presenting the work in history, have a para- 
graph written each day from a detailed outline, e. g. 



146 THE TRIED SCHOOL YEAK 

THE STATUE OF ZEUS 

Where placed — by whom made — materials used — 
height — general appearance. 

After the entire subject has been presented, have it 
reproduced by the topical outline, the pupils devoting 
several days to this work. 

CLEOX^ THE GREEK BOY 

Subjects for written language worlc. 
I. The Valley of Elis. 
II. The Temple— Statue of Zeus. 

III. The Spartan Boys. 

IV. The Pedagogue. 
V. Cleon's School. 

VI. Cleon's Games. 

VII. The Journey to Olympia. 

VIII. The Olympic Games. 

IX. Cleon's Eeturn — His Home. 

X. Pallas Athene. 

XL The Xaming Festival. 

SELECTIONS FOR READING 

Three lines of work continued. — See September. 
"The Snow Fairies." — Ward Reader. 
"Echo."' — Stepping Stones to Literature. 
"A Story About Glass."— .4// the Year Round. 
"The Travels of the Kings Window Panes." — A. Y. R. 
"Cinderella or the Glass Slipper." — Ward Reader. 
"How the Sand Became Sandstone." — ^4. Y. R. 
"Testing to Find Lime." — .4. Y. R. 
"The Playhouse.* —>S. S. L. 
"A Child's Prayer." — Graded Poetry. 



JANUAKY 14', 

VI THE ARTS 

MUSIC 

Exercises in Key of F. 
The Tie. The Slur. 
Observe the Rests. 
Song Exercises. 
Rote Songs. 

Twinkle, Twinkle, Little Star. 
Star of the Evening. 
Wynken, Blynken and Nodcl. — Field. 
Slumber Song. — E. E. Rexford. 
A Winter Lullaby. — R. de Koven. 

WRITING 

Give daily exercises in the vertical writing. See 
that every written lesson is prepared in the pupil's best 
hand. Aim to secure freedom of movement by giving 
frequent arm and finger exercise. See that the child 
has a definite idea of form — that he has vivid pictures 
of the letters. 

FORM STUDY AND DRAWING 

Type forms : cube, square prism. 

Draw cube, boxes, baskets, etc. 

Ground plan of a house. 

Houses from sketches and pictures. 

As the subject of building will form the basis of the 
work in geography for the month, the type forms sug- 
gested for study are those which prevail in various 
forms of building. From his previous investigation of 
objects found in nature, resembling the type forms, 



148 THE THIKD SCHOOL YEAR 

the child learned that nature deals chiefly in graceful 
curves; now let him form contrasts between the forms 
studied and these angular forms which enter largely 
into architecture. Have the type forms and objects 
which resemble them drawn in different positions with 
reference to the eye — see Augsburg's Drawing, Book I. 

CLAY MODELING 

Type forms: cube, square prism. 
Boxes, baskets, furniture. 

CONSTRUCTIVE WORK: DECORATION. 

Card-board or paper construction. 

Fold and cut type forms. 

Square box, picture frames. 

Cut tablets — squares and oblongs; arrange in border 
patterns. 

Wall paper designs — units. 

Fold and cut Greek cross. 

Greek ornament — border patterns. 

By using card board and the binding slips, have the 
pupils make these geometrical forms, as by construct- 
ing his own models the child will gain clearer ideas 
of the different forms and the relations between them. 
For suggestions see Speers "Lessons in Forms." -To 
make the Greek cross trisect colored squares of paper 
and remove the corners. For Greek border patterns 
use simplest designs. Part IV., Prang's Teachers 
Manual. For these and the wall paper designs have 
the pupils use brush and color, making the back ground 
of a tint as in the previous work. 



150 THE THIRD SCHOOL YEAR 

PICTURE STUDY 

Pictures of Greek Architecture and Statuary. 

Acropolis, Athens. 
Parthenon. 
Olympia. 

CALENDARS 

Picture Study in Elementary Schools, by Mrs. L. L. 
Wilson, gives full information for using small pictures 
on calendars. "Eembrandt mounts," 8x10 inches, make 
the most convenient mount. On each of these paste an 
appropriate picture. Below the picture fasten the leaf 
for the month on the calendar. After pressing the 
mounts, eyelet them and fasten them together. 

Interesting calendars may be made from the pictures 
of Eaphael, Murillo, Reynolds, Breton, Corot, and many 
other artists. 

For a Millet calendar these pictures are suggested: 
Portrait of Millet for the cover and one picture each 
month, beginning with the month of Januarv — Girl 
Spinning, Woman Churning, Labor, Potato Planting, 
The Sower, Going to Work, The Gleaners, The Angelus. 
The Rainbow, Feeding the Hens, The Wood Chopper, 
:\rother and Child. 




MINERVA MEDICA. 



Vatican, Rome. 




Many, many welcomes, 
February, fair maid. 
Ever, as of old time. 
Solitary firstling. 
Coming in the cold time, 
Prophet of the gay time. 
Prophet of the May time. 
Prophet of the roses; 
Many, many welcomes, 
February, fair maid. 



— Tennyson. 



I GEOGKAPHY 

BEASTS OF BURDEN 

During this month a line of work upon animals will 
be pursued. The pupils have been brought to see that 
man must work for his living, and are now ready to 
consider those animals which help him to do his work. 

During the past two years the children have studied 
our chief domestic animals; and they have learned 
much of animals of other countries in their work upon 

151 



152 THE THIED SCHOOL YEAE 

"Seven Little Sisters." Eecall what children know of 
these useful animals — horse, camel, reindeer, etc. AVhere 
are they found? Use made of each? How adapted to 
this use? 

Use picture charts in the picture-room — black-board 
drawings. Make charts using pictures which children 
bring from home, their drawings, and language work. 

For special study the elephant has been selected. 
Here, too, begin where the child's knowledge ends. 
Present the subjects in the outline in a series of lessons. 
With the preparatory work, and final written reproduc- 
tion, this will occupy almost two weeks. 

Show adaptability to climate — for certain lines of 
work — adaptability of parts. Why does the elephant 
not have wool or fur for a covering? How is his thick, 
hard skin suited to the forest life? Why is the leg so 
short and thick? Why are the feet not like those of 
the horse. Call attention to small eyes — hence, neces- 
sity for large ears as a safeguard. Use of huge earf^aps 
in ridding himself of insects. Show how structure of 
trunk enables him to use it with such Avonderful skill. 
For comparative work use the animals studied. 

THE ELEPHANT 

I. Where Found. Asia and Africa. 
11. General Appearance. 

Largest land animal. Strong as twenty oxen. 
Height, 8—13 ft. Weight, 3—4 tons: 
III. Parts. 

1. Head large — neck short. 
a. Large, flapping ears. 
h. Eyes small — how situated? 



FEBEUAKY 153 

c. Trunk formed by upper lip and nose 

drawn out. Lower lip forms a cavity, 
or mouth. Length of trunk, 6-8 
feet. End small, flexible — resembles 
a finger. Used to get food to mouth 
— ^to breathe — smell — seize — defend 
himself. 

d. Tusks — white — tapering. Ivory tusks 

are two long teeth. Used for de- 
fense — to plough up ground for juicy 
roots. Weigh about 150 pounds. 

2. Body large and thick, slopes towards tail. 

Skin dark, thick, wrinkled — little hair. 

3. Legs thick, short, straight. Foot — five toes. 

Hoof has many thorny springs — can tread 
softly. 

4. Tail small, short. With trunk can fan a 

branch back and forward about himself. 
IV. Character. 

The elephant is docile and patient, gentle — 
easily trained. 
V. Food. 

Grass, juicy roots, foliage — ^large quantity — 
drinks 2-3 bbls. water daily. 
VI. Habits. 

Elephants live in herds, each having a leader. 
They fear fences, test bridges before 
crossing — are fond of swimming. They 
often live to be over one hundred years 
old. 
VII. Hunting. 

Trapped by fastening sharp stick in a pit-fall. 



154 THE THIED SCHOOL YEAR 

Led into pens by tame elephant. Trunk 
of sleeping elephant is cut off — bleeds to 
death. 




ELEPHANT 

VIII. Uses. 

Lifts heavy weights — carries stores — lays stone 

walls — piles timber. 
In war drags artillery. 
A houdah or seat is fastened to the back of 

an elephant for two or more persons to 

ride in. 
Natives of Africa use them for food. 
From the tusks is obtained ivory. 
IX. Mammoths and Mastadons. 

Enormous elephants which lived hundreds of 

years ago — skeletons found now. 
Sacred white elephant of Burmah and Siam, 
Hannibal's use of elephants in war. 
X. Stories of Elephants. 

Barnum's Jumbo and others. 



FEBEUAEY 155 

STORIES ABOUT ELEPHANTS 

JUMBO 

Jumbo was an African elephant captured when he 
was five years old, and brought to the Eoyal Zoologi- 
cal Garden in London in 1851, where he remained a 
great pet of the English children until he was pur- 
chased by Mr. Barnum and brought to this country in 
1882. Every paper in the land had columns of inter- 
esting news about the wonderful beast that had 
grown to be the largest known elephant in the world. 
He was killed in a railroad accident in Canada. At the 
last moment he showed great intelligence by his efforts 
to save the lives of his keeper and Tom Thumb, the baby 
elephant. He put them both off the track. In doing 
this he lost so much time that the engine was upon 
him before he could move away. The locomotive struck 
him on the head and crushed his skull. 

jumbo's pranks 

The bed of Jumbo's keeper was near him. Jumbo 
would often wait until his keeper was asleep and then 
carefully take off his bed clothes without awakening 
him. In cold weather his keeper would often find the 
quilts crowded into the ventilator overhead. One morn- 
ing the keeper's coat and vest were missing. He 
searched' f or ' them for half an hour. During this 
time Jumbo kept swinging his trunk, as he always did 
when he was pleased. Finally he pointed his trunk to 
the grating of the car, and there they were tucked 



156 THE THIRD SCHOOL YEAR 

away out of reach. The keeper told Jumbo to get them, 
which he did. 

JUMBO AND THE LITTLE CHILD 

One day as Jumbo was passing through a crowd, 
he suddenly stopped, and would not move when his 
keeper told him to go on. The keeper then noticed 
that a lady in the crowd seemed very much frightened 
as she came running toward Jumbo. A little child 
had fallen in the pathway, and was lying between 
Jumbo's fore feet. Jumbo would not stir until he had 
taken the child up carefully in his trunk and put it into 
its mother's arms. 

ELEPHANTS IN THE TIMBER YARDS 

The work of the timber yards in India is nearly all 
done by elephants, and it is great fun to watch these 
enormous beasts push the huge logs along with their 
tusks to the required place, and then lift them care- 
fully with their trunks on to the pile with the other 
logs. The mahouts — drivers — sitting astride of their 
necks, seemed hardly to direct them at all. 

The mother elephants teach the baby elephants how 
to pile logs, and if they do not lay the logs evenly, 
the mother elephants will hit them with their trunks. 
All the elephants know when it is Sunday, and nothing 
will induce them to work on that day. On week days 
at six o'clock a bell is rung in the timber yard, showing 
that the work is over for the day, and even if an ele- 
phant is is the act of placing a log on the pile, at the 
sound of the bell he will instantly let it drop, and will 
walk off to his shed. 



FEBRUAEY I57 

HOW A FAITHFUL ELEPHANT HELPED WIN A BATTLE 

During a battle in India, an elephant carried on his 
back the standard bearer of the army. In the begin- 
ning of the fight the mahout, who had just commanded 
the elephant to halt, was killed, and fell at the feet of 
the huge beast. The faithful animal, true to his train- 
ing, stood still at the word of command, and after that 
no one could make him move. The voice for which 
he listened was not to be heard again. Meanwhile 
the battle went on, and the side to which the elephant 
belonged got the worst of it, and had he not stood with 
the flag flying above his back the enemy would have 
won the victory. His people seeing the flag still at the 
front, rallied around him and at last won the battle. 

The faithful creature would not move for days and 
nights, not until the soldiers sent a long distance and 
brought the mahout's little son, whose authority the 
elephant recognized. The boy had helped his father 
to train the elephant, and when the boy spoke he 
obeyed at once. — Educational Journal. 

II NATURE STUDY 

GOLD 

I. Material. 

Specimens of ore, gold leaf, wire, coin, jewelry, 
etc. 
11. Teacher's Preparation. 

1. Outline of all the distinguishing properties 
of gold. 

a. Color — yellow. 
h. Luster — metallic. 



158 THE THIED SCHOOL YEAR 

c. structure — granular, compact. 

d. Hardness — soft. 

e. Weight— 7heavy — carries much value in a 

small bulk. 
/. Other properties — opaque. flexible, 

malleable, ductile. 
g. Tests — ^does not dissolve in any one acid. 

2. Adaptation of language and information. 

3. Preparation of a diagram in which to note 

the various properties as observed by the 
children. 
III. Suggestions. 

Discover what child already knows of this metal. 
Have him compare it with other metals. 
How does he know gold? Why is it the 
most precious metal? Why is it useful? 
Name uses of gold. 

By directing his observation, lead the pupil to 
gain additional information. Add facts of 
such a nature as to be readily grasped by 
child. Eecall the account of the discovery 
of gold in the state of California. This was 
given to the children in connection with 
their home geography. 

Tell something of the history of the use of gold 
— its use in Bible times, etc. 

TOPICS FOR STUDY OF GOLD 

1. Common Properties. 

2. Values and Uses. 

3. How and Where Found. 



FEBRUARY 159 

4. Preparation for Using. 

5. Story of Gold Discovery. 

6. Money and Ornaments — the Mint. 

INFORMATION 

The gold found in the earth is native gold. It is 
not often found in a native state, but is generally mixed 
with silver, copper, or other substances. Gold is too 
soft to work in a pure state and is hardened by one 
part of copper to nine parts of gold. To make jewelry, 
silver is added to this gold and copper. 

Much of our gold has been found in minute parti- 
cles in the gravel and sand of rivers. To separate the 
gold this is washed in a shallow pan; the gold, being 
heavier, collects in the bottom. 

Gold is sometimes found in rocks in scales, or plates, 
and sometimes in lumps called nuggets. Eocks con- 
taining gold are broken in a mill; the sand is then 
run over mercury, which attracts the gold and draws it 
together. Water is then turned on, and the next process 
is separating the mercury or quicksilver from the gold. 

Gold does not rust or perish. It can be worked in 
many shapes and ways. A single grain of gold can be 
beaten so as to extend over a surface of fifty square 
inches. 

Study silver — use plan similar to the one suggested 
for the study of gold. 

Use the useful metals for comparative work. 

Physics — Ductility. Malleability. 

MUSCLES AND TENDONS 

I. Muscles. 

1. What are muscles? 



160 THE THIBD SCHOOL YEAR 

2. Of what composed? 

3. Shape of muscles. 

4. Attachment to bone. 

5. Use of muscles. 

6. How muscles work. 

7. Hygiene of muscles. 

Effect of exercise. 
Stimulants and narcotics. 

8. Compare with other tissue. 
II. Tendons. 

1. How tendons are formed. 

2. Use of tendons. 

3. How they differ from muscles. 

Ill LITEEATURE AND HISTORY 

LITERATURE 

Two memory poems are given for this month : "Hur- 
rah for the Flag," and "Children." 

In connection with the history relate the story of 
"Paul Revere's Ride." Read the poem to the children, 
accompanying the reading with suitable comments and 
explanations. 

Several stories are to be presented in instalments — 
for suggestions see September and October literature. 

THE GOLDEN TOUCH HAWTHORNE^S WONDER BOOK 

This is a favorite story with the children. Its oral 
presentation, however, will require less time than any 
other upon which they have done intensive work, as the 
incidents are readily grasped and easily remembered. 

While fascinated with the details of the story see 



FEBEUAEY .161 

that they do not miss important features. They, too, 
can understand the words of the stranger to King 
Midas : "The commonest things, such as lie within 
everybody's grasp, are more valuable than the riches 
which so many mortals sigh and struggle after." 

How was this king punished for his selfish love of 
money? Did he deserve this? Did he really wish to 
get rid of the golden touch — why? How did he show 
his sorrow for his foolish choice? Do you think he 
would have been forgiven if he had not been so much in 
earnest ? 

For topics for study see language outline. 

RIP VAN WINKLE IRVING 

The extreme pleasure which children derive from 
hearing this delightful story, together with the splen- 
did opportunity it aifords for mental discipline, is suf- 
ficient reason for its presentation. However, there are 
special reasons for selecting it at this time. The study 
of the Dutch and the Hudson river during this month 
will furnish appropriate preparatory work for the story, 
while the study of Washington and the Eevolution will 
aid the children to understand something of the great 
change which took place in our government during the 
prolonged sleep of Eip Van Winkle. 

For general suggestions for presenting, see Septem- 
ber and October outlines and suggestions. Locate 
places on black-board map. 

This is a masterpiece of English prose, but what will 
it profit the child if you relate it in poverty stricken 
phrases, connected by that enemy of good, graceful 



162 THE THIKD SCHOOL YEAK 

English — the ever recurring "and"? In nature study 
the child must interpret his investigations in his own 
words, but here let it be your object to supplement his 
meagre vocabulary by some of the beautiful language 
of the author, which, indeed, is none too beautiful for 
the children. 

The author, Washington Irving, does not come under 
our line of biographical study, yet the girls and boys 
should be told something of his life and work. 




Tell of the masterly use he made of language. In- 
spire in them a love for good English, so that they may 
give interested and intelligent cooperation in the im- 
portant work of their own vocabulary building. Show 
pictures of "Sunnyside," his beautiful home on the 
picturesque and historic river which they are now study- 
ing, about three miles below Tarrytown. Tell of the 
pilgrimages to his grave on the hillside — the worn 
and beaten path a greater tribute than a costly monu- 
ment. 



FEBEUAEY 163 

"Here lies the gentle humorist, who died 
In the bright Indian Summer of his fame! 
A simple stone with but a date and name, 
Marks his secluded resting-place beside 
The river that he loved and glorified." 

— Longfellow. 

RIP VAN WINKLE 

I. Introduction. 

1. The Kaatskill Mountains. 

2. The Village of Kaatskill. 

II. Development. 

Kip Van Winkle. 

1. His life in the village. 

His characteristics — home — family — 
friends. 

2. His experiences on the mountain. 

a. The hunt — resting — stranger. 

h. Amphitheatre — nine-pins party — flagons 

— sleep. 
c. Awakening — place — condition. 

3. His return to the village. 

Changes in the village-home — friends — 
government — his son — Judith Gar- 
dener. 

III. Conclusion. 

1. Eip Van Winkle's peaceful old age. Eelating 

his story to strangers. 

2. Belief of the people concerning Henry Hud- 

son and the game of nine-pins. 



164 THE THIED SCHOOL YEAK 

HENRY W. LONGFELLOW 

Suggestions for Birthday Observance 

As Mr. Longfellow is really our poet for the year, 
the pupils are already prepared to discuss certain 
phases of his life and work considered in connection 
with their reading of Hiawatha, and the study of mem- 
ory poems, so that little time need be occupied in 
preparation for the birthday celebration. Let this day, 
Feb. 27, be a centralizing point for the somewhat scat- 
tered work of the year. 

1. Have Pictures of the Poet and His Homes. 

2. Discuss His Early Life. 

Birth-place — child life — education. 

3. His Later Life. 

Home in Cambridge — travels — writings adapted 
to children. Dwell upon the beauty of his life 
and his great love for children. 

4. Have pupils repeat their memory poem for this 

month and those learned previous to this time — 
Hiawatha's Childhood, The Builders, etc. 

5. Eead "The Children's Hour/' and other poems. 

6. Ask the children to give memory gems and simple 

recitations prepared for the occasion. 

7. Let them sing appropriate songs. 

THE FLAG 

"And when we wanted an emblem 
To carry in war and peace, 
A flag to tell to the nations, 

That the Union never should cease, 



FEBRUARY 165 

We locked to the heavens above us. 

To the stars in the fair blue skies, 
And we copied the red from sunset clouds 

In the west, when the daylight dies. 

"The red of the stripes is an emblem of war, — 

Definance it speaks to our foes; 
It tells of our courage, valor, and truth. 

Wherever this free flag goes. 
The spotless white of the beautiful stars 

Means purity, innocence, peace; 
May these bind the group like a golden cord, 

Till time with its troubles shall cease. 

"An emblem of faith is the azure field. 

Like the beautiful sky above; 
It whispers God's promises ever are sure, 

And tells of his boundless love. 
And now to the breezes our beautiful flag. 

Unfurl for the nations to view; 
Let tyranny tremble and wrong hide away, 

At the sight of its red, white and blue." 



Shortest month of all, we greet you! 

Bring us clouds, or bring us sun. 
Surely all will bid thee welcome, 

Month that gave us Washington ! 

—E. C. Dowd, 

A heart that was brave, strong and sure, 
A soul that was noble, great and pure, 
A faith in God, that was held secure, 
This was George Washington. 

— Yout¥s Companion. 



166 THE THIKD SCHOOL YEAR 

"The flag for which he fought, we bring. 
Our own red, white and blue; 
It says to each, 'be brave, dear child,' 
And then, 'be pure and true/ 

"Oh, may its folds above a land . 
United float for aye; 
We'll give our hands and hearts and lives 
To keep it there alway." 

This should little children learn: 
How to sing when skies are gray, 
How to smooth another's way, 
How to carry bravest heart 
Cheerily through every part. 

— Harpers. 

WASHINGTON'S BIRTHDAY 

' Tis splendid to live so grandly. 

That, long after you are gone. 
The things that you did are remembered. 

And recounted under the sun; 
To live so bravely and purely, 

That a nation stops on its way. 
And once a year, with banner and drum, 

Keeps its thought of your natal day. 

— Margaret E. Sangster. 

HISTORY 

The life and work of George Washington will form 
the basis of this month's history, the study of Abraham 



FEBEUAKY 167 

Lincoln being deferred until April, for reasons which 
will be stated in the work for that month. 

Contrary to what the mythical stories of his childhood 
would have us to believe, Washington's matchless char- 
acter was a growth — the outcome of formative influ- 
ences which teachers of any grade of children should 
bear well in mind. 

Why is Washington's birthday celebrated all over 
our fair land ? Children can more clearly understand 
the greatness of his life and work if conditions during 
revolutionary times and later are graphically pictured 
to them. All teachers should be familiar with the life 
of Washington, by H. C. Lodge. 

This is an extension of the work entered upon during 
the first year of the child's school life, and as the new 
subjects need not be treated in detail, sufficient time at 
the beginning of the month will be available for the 
study of Dutch settlement as outlined. 

This being the birth-month of four of our great 
Americans — Washington, Lincoln, Lowell, and Long- 
fellow — there is a wealth of available material for chart 
work. The ^Tebruary Chart" usually contains pictures 
of these men, their homes, language and art work by 
the children — a valentine, etc. 

GEORGE V7ASHINGT0N 

I. Review of Boyhood of Washington. 
Parents — homes — schools. 
II. Our Country in Washington's Day. 
III. The Young Surveyor and the Ohio Country. 

Washington's Journey. 
IV. Citizen and Soldier. The French War. 



168 THE THIRD SCHOOL YEAR 

V. Stories of the Eevolution. — Pratt. 

Emphasize Washington's courage — honor — ■ 
patience — unselfishness — faithfulness in lit- 
tle things — acts of kindness and generosity 
to his soldiers. 
VI. Life at Mt. Vernon. — Mt. Vernon To-day. 
VII. Tributes to Our Honored Hero. 

COLONIAL HISTORY THE DUTCH 

I. Eeview Manners and Customs of the Dutch in 
Holland (studied second year). 
II. The East India Company. 
III. Henry Hudson. 

1. His voyage and discovery. 

2. His probable fate. 

IV. Purchase of Manhattan Island. 
V. The First Settlers : Their Institutional Life. 

1. Home life — Dutch houses, furniture, dress, 

etc. 

2. Education. 

3. Religion. 

4. Business life — trading with the Indians, etc. 

5. Government. 

VI. The Growth of the Colony. 

TRAVEL AND TRA:NSP0RTATI0N 

Discuss primitive modes of travel and transportation, 
comparing them with those of our own day. 

After giving the work upon the settlement of New 
York by the Dutch, as suggested in the outline for the 
development of the subject, tell of Robert Fulton and 
his steamboat on the Hudson. 



FEBEUAEY 



169 



In connection with this month's geography study, 
discuss animals used in travel and transportation — 
horses, oxen, dogs of Holland, elephants of India, the 
reindeer of the Northland, and the camel of the desert. 




ONE OF THE FIRST RAILROAD TRAINS 



ly NUMBEK 



Teach numbers from seventy to eighty, emphasizing 
those found in the tables. 

Continue the work on building. Have pupils meas- 
ure and find surfaces of boxes, rooms, etc., until they 
can formulate the generalizations or rules for finding 
entire surfaces. Find entire surface of the school room. 
Have pupils decide which dimensions must be used in 
finding area of the ends — the ceiling, etc. 

Give problems upon painting, plastering — upon deco- 
rating and furnishing the house. 

Continue construction of tables and drills upon rapid 
combinations of numbers. 

Distinguish and apply the Roman numbers. 
Teach values of gold and silver coins; have these 
coins in class. 



170 THE THIED SCHOOL YEAE 

Children copy and complete : 

10 mills = 1 cent. 

— cents = 1 

10 dimes = 

10 dollars= 1 Eagle. 

Teach value and use of measures of troy weight. 
Have measures in the school room. 
Find ratios. — Eelation of ounce to pound — pound to 
ounce, etc. 

V LANGUAGE 

Continue the study of the paragraph. Suggestive 
outlines are given for oral and written reproduction. 

Teach possessive singular of nouns and provide occa- 
sion for its use by dictating such sentences as : 

Eip Van Winkle's home was on the Hudson. 
His daughter's name was Judith. 
His dog's name was Wolf. 

While formal work in language should form little 
part of the year's work, preparatory to the following 
year's work simple lessons may be given upon name 
words or nouns, and action words or verbs. These 
exercises are always pleasant to the children and can 
be made quite profitable. 

Ask the pupils to name objects studied this month — 
gold, silver, copper, etc. These name words, not the 
objects, are called nouns. Eequire lists of nouns used 
in different lessons; names of objects seen in various 
places. 

Plan action lessons for the class. After stating when 



FEBEUAKY 171 

the lesson will begin, perform a series of actions, call- 
ing upon a child to describe what you have done. Ask 
a child to perform a series of actions and then call 
for descriptions as before. Prepare sentences to be 
completed by this class of words selected from their 
reading and other lessons. 

The Golden Touch. — Outline for written reproduc- 
tion. 

THE GOLDEN TOUCH 

1. King Midas. 

2. His Treasure Room. 

3. The Stranger. 

4. The Golden Touch Eeceived. 

5. Little Marygold. 

6. The Golden Statue. 

7. The Stranger's Return. 

8. The Golden Touch Removed. 

THE ELEPHANT 

1. Where Found? 

2. General Appearance. 

Height — weight — form — color. 

3. Parts. 

Head — eyes, ears, tusks, trunk. 

Body. 

Legs. 

Tail. 

4. Character. 

5. Food. 

6. Habits. 

7. Hunting the Elephant. 

8. Uses. 



172 THE THIRD SCHOOL YEAR 

SELECTIONS FOR READING 

Class work, seat reading, and sight reading continued. 
Selections related to: 

1. Beasts of Burden. 

The Lost Camel. — Stepping Stones to Litera- 
ture. 
The Old Man and His Donkey.— 5. S. L. 

2. The Dutch and Holland. 

The Boy Hero, story of "The Leak in the Dike.'* 
—S. S. L. 

3. Gold. 

The Wise Fairy. — Alice Cary — *S'. S. L. 

4. George Washington. 

Stories of George Washington. — BooJclet Educa- 
tional Pub. Co. Let this be sight reading after 
the work in history has been developed. 

YI THE AETS 

MUSIC 

Exercises in Key of D. 

Song Exercises. Vocal Culture. 

National Songs. 

America. 

Columbia, the Gem of the Ocean. 

Our Land is Free. 

Freedom's Flag. 

The Big Drum. 
During this month place more than usual stress upon 
the singing of patriotic songs. Songs should be used 
not only to instil moral and religious principles, but 



FEBEUAEY 173 

also love of home and country. Give sufficient atten- 
tion to the interpretation of these songs so that the 
children may understand the meaning which they are 
to convey, 

DRAWING AND PAINTING 

Draw boats, ships, animals used in transportation. 

Illustrate "Eip Van Winkle." 

Paint the flag. 

The children will take much interest in illustrating 
the story of Eip Van Winkle if the recital has been 
graphic, and they have been asked to form mental pic- 
tures. See that their illustrations follow the order of 
the incidents narrated in the story. 

Children should have some practice in drawing from 
copies; let them supplement their free hand drawing 
by copying from the black-board sketches or picture 
charts, boats, ships, and animals used in transportation. 

Before having the flag painted, speak of its history. 
Note the number of its stars, stripes — reason for this 
number — significance of the colors. 

CONSTRUCTIVE AND DECORATIVE WORK 

Decorate book covers, picture frames. 

Make valentines, envelopes. 

Observe St. Valentine's Day. Tell the children of 
St. Valentine's sweet and true love for the young, and 
how others aimed to carry out his meaning by sending 
verses and loving letters to their friends. Discourage 
the comic and the ridiculous by emphasizing the appre- 
ciation of beauty and loveliness for which St. Valentine 
stands. Let the pupils use original designs in making 



174 THE THIED SCHOOL YEAE 

these valentines; they may be heart-shaped, oblong, 
etc. Flowers, birds, etc., may adorn the outside, and 
appropriate verses may be written on the inside pages. 
Let the children cut and paste envelopes in which to 
place these valentines. 

Ask the children to decorate covers for little booklets 
in which to put their illustrated work on history and 
literature. Let them decorate frames for small pictures 
of Washington, Longfellow, etc. 

CHART WORK 

Animal Chart — Pictures of Beasts of Burden. 

February Chart — Pictures of Washington, Mt. Ver- 
non, Longfellow, Lowell, Lincoln and their Homes. 
Valentines, etc. 

PICTURE STUDY 

Pictures of Animals by Sir Edwin Landseer; 
Sleeping Bloodhound. 
Shoeing the Bay Mare. 
Saved. 

Monarch of the Glen. 
The Sanctuary. 




Hang out your flags, birch and willow ! 

Shake out your red tassel, larch ! 
Up, blades of grass, from your pillow ! 

Hear who is calling you— March ! 

— Lucy Larcom. 

I GEOGRAPHY 

PENNSYLVANIA 

During this month the lines of work upon geography 
and history blend very closely for a time. In present- 
ing the work upon history, the simple map sketched 
on the board should show the settlements previously 
studied— Jamestown, New York. Now let Pennsyl- 
vania appear in full outline, with chief rivers and 
mountains located. Locate Philadelphia on the map— 
Pittsburg and our home village — California. Teach 
relative position of the places studied. 

Follow this work with a series of lessons upon the 
geography of the state as it is to-day— physical features 

resources— industries— chief cities, etc. Have pupils 

decide where cities should be located. Connect the 
work with the previous study of the Monongahela valley 
— coal, coke — present the study of iron. 

175 



176 THE THIED SCHOOL YEAR 

When studying Philadelphia have plan of city 
sketched upon the board. Make frequent use of pic- 
tures — those in the picture room, and those collected by 
children. 

The work outlined here is not intended to be ex- 
haustive; as has been said, home geography forms the 
basis of the year's work. It is the purpose at this 
stage to reach both backward and forward — making 
much use of acquired knowledge, and preparing for the 
following year's work. 

PENNSYLVANIA 

I. Position and Size. 
II. Boundaries. 
III. Physical Features. 

Rivers — mountains — climate. 

IV. Chief Cities. 
V. Leading Industries; Products Exported — Im- 
ported. 
VI. Government. Harrisburg, the State Capitol. 
VII. An Imaginary Trip to Philadelphia, stopping at 
Pittsburg, Altoona, and Harrisburg. 

1. Direction — route — time. 

2. General appearance of city. 

Location — size — width and direction of 
streets. 

3. Principal streets. Character of buildings 

— residence and business streets. 

4. Chief places of interest: 

Independence Hall — public buildings — 
mint — zoological gardens, etc. 



MARCH 177 



II NATURE STUDY 

For March is come. 

What joy to welcome the Eobin home ! 

But wait, the furrows are not upturned : 

Only the berries that hung and burned, 

Of last year's fruit, are good to eat, 

With balsamed spruce and the Pine-seed sweet, 

And a taste of snow, so fresh and crisp, 

Till mild winds whisper and green leaves lisp. 

But call aloud, 

Bluebird proud ! 

And build your nest. 

Dear old Eedbreast, 
Framed with sticks and plastered with mud. 
And greeting give to the swelling bud. 

— Selected. 

SEEDS 

The study of the germination of seeds which the 
pupils made during the earlier school-life awakened in 
them a deep interest in the beginning of the life history 
of the plant. 

Continue the observational work in the school-room, 
upon seeds planted in earth, and upon moist cotton or 
sponge. Use a variety of seeds so that sufficient ma- 
terial may be afforded for comparison. Have the pupils 
take measurements and make drawings at stated times. 
Let them keep a record of these observations. En- 
courage those who will be able to have home gardens to 
raise young plants for placing out. 



178 THE THIKD SCHOOL YEAE 
THE SEED OUTLINE 

I. General Appearance. 

Form — size — color, etc. 
11. Parts. 

1. Skin or seed-coat, — character — use to the 

seed. 

2. Seed leaves or cotyledons — number in differ- 

ent seeds, pea, bean, corn, wheat — use to the 
plant. 

3. The plantlet or embryo. 

a. Plumule — direction of growth — appear- 
ance during stages of growth — feeds 
upon cotyledons. The plumule pushes 
the bean through the ground and it 
becomes the first pair of seed leaves. 
Leaves are the lungs of the plant. 

h. The radicle — direction of growth — size 
and appearance at stated times — 
branches and hairs on the roots. Boots 
drink up moisture from the ground. 

GROV^TH OF BUDS 

1. When Buds Begin to Grow. 

2. How They are Protected. 

3. How Leaves are Placed in the Buds. 

4. How Buds are Arranged on the Twig. 

5. Appearance at Different Stages of Growth. 

6. How the Buds Open. 

7. Observe Peach Tree at This Season. 

8. Compare with Lilac, Horsechestnut and Others. 



MAECH 179 



IMPORTED FRUITS 



Eeference to the preceding work in nature study 
and geography will acquaint you with the lines of work 
planned out upon food, clothing, and shelter. This 
month, when our fields are bare, we will study those 
foods shipped to us from warmer climates. This work 
upon imported fruits is most attractive and interesting 
—affording fine opportunity for art and language work. 

Study the orange, lemon, and banana. Here, also, 
present the subjects in the outline in installments. 
Plenty of object material is at hand— fruit— wood- 
leaves ; use pictures, drawings, etc. 

Here, as in all object work, have the pupil make his 
own discoveries; require him to report the results of 
these investigations in his best way. 

Picture an orange grove — tell of the beauty and fra- 
grance of the blossoms, etc. 

Oranges ripen from late in November until early in 
March, depending somewhat upon the variety and the 
season. The regular blossoming season is the spring, 
but trees may be seen in blossom at all seasons. Some- 
times one may see on the tree, blossoms, green and 
mature fruit at the same time. If all ripened at once 
the branches might break down— we could have fruit 
only at one season. 

Oranges are picked before they are ripe— they are 
packed in soft paper or Indian corn husks and shipped. 
They may remain in the boxes for several weeks without 
injury; each box holds about two hundred and fifty 
oranges. 



180 THE THIED SCHOOL YEAR 

THE ORANGE 

I. General Appearance. 
Form, color, size. 
II. Parts. 

1. Rind used for medicine and in confectionery. 

2. Pulp — cells which contain juice. 

3. Seed cells — little jackets, or pockets. 

4. Seeds — number, size, color — covered with 

thick seed coat. Placed in parts of the 
orange which are formed by membranous 
partitions. 

III. Uses. 

IV. Where the Orange Grows. 

Climate — warm. Soil — moist, fertile, clayey. 
Cultivated in California, Florida, Texas, etc. 
V. Character of Tree. 

1. An evergreen — height 10 to 25 ft. — many 

branches. 

Tree covered with smooth gray bark. 

Wood yellowish white — used for furniture. 

2. Leaves — dark green, shiny, fragrant — used 

in medicine — contain oil used in perfum- 
ery. 

3. Blossoms — snow white, waxy look, star- 

shaped, yellow center — very fragrant and 
very beautiful. 

4. Fruit — ripening — picking — packing— ship- 

ping. 
VI. Varieties. 

1. Lisbon — round — thick peel. 

2. China — thin rind — round and juicy. 



MAECH 181 

3. Egg — oval shaped. 

4. Majorca — seedless. 

5. Blood — pulp a blood color. 

6. Tangarine. 

A USEFUL METAL IRON 

I. Use of Iron in Building. 
II. Characteristics of Iron. 

Compare with other metals. 
III. Kinds of Iron. 

Wrought iron, cast iron, eto. 
Articles made of each kind. 
IV. Iron Ore. 

How obtained. 
How prepared for use. 
V. Iron Industries of Our State. 
Location of chief foundries. 
Importance of this industry. 

THE MAGNET 

Illustrate magnetism. 

Simple apparatus: a bar or horseshoe magnet, iron 
filings, tacks, bits of copper wire, etc. 

Ill LITERATURE AXD HISTORY 

LITERATURE 

Stories and Poems. 

March. — Lucy Larcom. 

Mother Earth's First Child. — Garden and Field. 

The Magnet's Choice. — Hoivlitson. 

The Village Blacksmith.— Lon^fe?7ow. 

The Fiftieth Birthday of Agassiz.— Longfellow. 

The Four Winds. — Sherman. 



182 THE THIKD SCHOOL YEAE 

STUDY OF A POEM 

The Village Blacksmith. — Longfellow. 
I. Material. 
II. Teacher's Preparation. 

1. Discovering underlying truth or generaliza- 

tion. 

2. Development of words and phrases. 

3. Discovering elements of subject matter. 

Thought or topical analysis. 
III. Suggestions for Teaching. 
See previous work. 

ANALYSIS 

I. Introduction. 
Lines. 
1- 2. Scene. 

II. Development. 

3-40. Theme: The sacredness of toil. 
3- 8. Blacksmith's appearance described. 
9-18. Characteristics: Honesty and perseverance. 
19-24. Pleasure afforded the children. 
25-36. At church. 

His boys — the parson. 

Daughter's singing causes joyous mood — this 
gives place to sorrow. 
37-38. Work, pleasure and sorrow are commingled in 

his life. 
39-42. Eeward for daily duty done. 

III. Conclusion. 

43-44. Our indebtedness to the blacksmith. 
45-48. Analogy between our lives and his. 



MARCH 183 

SONG 

(Tune, ''Juanita.") 
Soft o'er the mountain. 

Conies once more the glad refrain, 
Wake stream and fountain. 

Spring is here again. 
All the buds are swelling, 

Hear the bees low, drowsy hum. 
List to wild birds telling 

Gentle spring has come. 
Springtime, lovely springtime. 

Thou art clothed in beauty rare, 
Springtime, lovely springtime, 

Thou art fresh and fair. 

Now from their dreaming 

FlowTs awake in beauty new. 
And sunshine beaming 

Steals away the dew. 
Now the ring-dove's cooing, 

All the robins sing and sing. 
And the thrush's wooing 

Makes the wild woods ring. 
Springtime, lovely springtime, 

Notes of rapture greet our ear; 
Springtime, lovely springtime, 

Welcome, welcome here. 

THE FIFTIETH BIRTHDAY OF AGASSIZ 

May 28, 1857. 
It was fifty years ago 

In the pleasant month of May 



184 THE THIED SCHOOL YEAR 

In the beautiful Pays de Vaud, 
A child in its cradle lay. 

And nature, the old nurse, took 

The child upon her knee, 
Saying : "Here is a story-book 

Thy Father has written for thee." 

''Come, luander with me," she said, 

"Into regions yet untrod ; 
And read what is still unread 

In the manuscripts of God." 

And he wandered away and away 
With Mature, the dear old nurse, 

Who sang to him night and day 
The rhymes of the universe. 

And whenever the way seemed long. 

Or his heart began to fail, 
She would sing a more wonderful song, 

Or tell a more marvelous tale. 

So she keeps him still a child. 

And will not let him go. 
Though at times his heart beats wild 

For the beautiful Pays de Vaud; 

Though at times he hears in his dreams 
The Ranz des Vaches of old, 

And the rush of mountain streams 
From glaciers clear and cold. 



MARCH 185 

And the mother at home says "Hark ! 

For his voice I listen and yearn ; 
It is growing late and dark. 

And my boy does not return !" 

— Longfellow. 

"Wind-Flower, Wind-Flower, why are you here? 
This is the boisterous time of the year 
For blossoms as fragile and tender as you 
To be out on the roadsides, in spring raiment new ! 
The snow-flakes yet flutter abroad in the air 
And the sleet and the tempest are weary to bear. 
Have you not come here, pale darling, too soon? 
You would seem more at home with the blossoms of 
June. 

" ^Why have I come here T the Wind-Flower said : 
^Wliy?' and she gracefully nodded her head 
As a breeze touched her petals : ^Perhaps to show you 
That the strong may be sometimes the delicate, too. 
I am fed and refreshed by these cold, rushing rains. 
The first melting snow-drifts brought life to my veins; 
The storm rocked my cradle with lullabies wild : 
I am here with the wind — because I am his child I' " 

"I must be in my place 
Although it is so chilly. 
For the children all expect me," 
Says the daffy-down-dilly. 

— Youth's Companion. 

Dear little blossoms down under the snow. 
You must be weary of winter, I know. 



186 THE THIKD SCHOOL YEAR 

Hark ! while I bring you a message of cheer : 
Summer is coming, and springtime is here. 

—Mrs. E. H. Miller. 

HISTORY PENNSYLVANIA 

In the previous work upon colonial history, and in 
connection with the geography for this month, sufficient 
suggestions have been given for the presentation of this 
subject. 

In addition to the work outlined select and present 
stories from '^Stories of Pennsylvania.^' — Walton and 
Brumbaugh. In the study of the school-life the chap- 
ters: "A School in the Early Day" and "The Pious 
Schoolmaster on the Skippack" will be found especially 
helpful. 

I. When and Why Settled. — William Penn and the 
Quakers. 

II. The Grant of Land. — Position with Eeference to 
Other Colonies Studied. 

III. Penn's Treaty with the Indians. 

Treaty Elm — wampum belt — monument mark- 
ing the spot. 

IV. Founding of Philadelphia. Plan of the City. 

V. Early History of Philadelphia. 

First houses-^-animals brought from England, 
etc. 

VI. Government — the "Great Law.'^ 

VII. Growth — Institutional Development. — See Vir- 
ginia Outline. 



MAKCH 187 

IV NUMBER 

Develop new numbers to ninety. 

Give problems concerning steel and iron. 

Have pupils write problems involving the cost of 
seeds and imported fruits. 

Give much practice in the making of bills, as by this 
means the pupils will become more familiar with the 
use of the different units of measure. Children greatly 
enjoy playing store-keeping. Select a child to be mer- 
chant and ask others to buy different articles, using real 
money in payment. While the buying is in progress 
have one child write the bill of goods on the board, the 
others copying and finding amount of the sales. This 
will provide for exercise in addition of whole numbers 
of three or more figures. 

Give detailed work upon the cube, using it to develop 
the subject of decimals. For this work employ the 
method illustrated by W. M. Giflfin. See Gifiin's 
Arithmetic. 

Teach notation of numbers through hundreds and 
hundredths. 

Continue counting by given numbers. 

Require pupils to construct the eighth table and 
repeat it in tabular form. 

Teach differences of dates, using subtraction of whole 
numbers of four figures. 

Philadelphia was laid out in 1683; how long ago was 
that? 

How long after Jamestown was settled? 

How long before George Washington was born? 



188 THE THIED SCHOOL YEAR 



V LANGUAGE 

Continue the sentence work during the development 
of the lessons on histor}^, nature study, etc. At the end 
of the week or whenever a lesson unit has been pre- 
sented, have it reproduced from outlines on the board, 
the children first discussing the subject orally and then 
making written reproductions. 

PENNSYLVANIA OUTLINE FOR PARAGRAPHS 

1. By whom settled? When? Where? 

2. Quakers — dress — language — customs. 

3. Treaty. Where made — wampum belt — treaty elm. 
Arrange similar lessons upon the early history of 

Philadelphia. Have the imaginary trip to Philadelphia 
reproduced. Our boys and girls of last year's class 
took much pleasure in writing to their parents, giving 
them an account of the trip. They were aided by sug- 
gestive words written on the board. 

OUTLINE FOR DESCRIPTION OF A FRUIT 

The Banana. 

I. Appearance, — size — form — color. 
II. Parts. 

III. Uses. 

IV. Where Found. Kinds. 

V. How Eaised. The Plant. 

1. Shoots — trunk. 

2. Leaves, — length — width — shape — ^uses. 

3. Blossoms. 

4. Fruit, — where placed — gathering — shipping. 



MAECH 189 

LETTER WRITING 

Give the children the privilege of writing letters 
frequently. This is always a pleasure to the girls and 
boys and it may be made very profitable to them. That 
they may have some special motive for these exercises 
ask them to write to their parents describing their 
imaginary trips; frequently let language reproduction 
take the form of letter writing. 

Study the abbreviations used in correspondence, and 
others which may be employed in the various branches 
of school work. Dictate words and ask the children to 
write the abbreviations. 

Pay attention to these conventional forms : 
The Heading. 

Address of the writer. 

Date in full. 
The Introduction. 

Name and address of the correspondent. 

The salutation. 
The Body of the Letter. 
The Conclusion. 

Complimentary close. 

Signature. 

THE LEMON 

Vesta Yorty, age 9. 

The form of the lemon is ovoid. Some lemons are 
twice as large as an egg. The color of the outer skin 
is light yellow and the inner skin is white. There are 
from nine to twelve parts in the lemon. 

The lemon tree is found in India, California, and 
Florida. The height of the tree is from ten to fifteen 



190 THE THIED SCHOOL YEAE 

feet. The leaves are light green and they have little 
dots in them. 

The kinds of the lemons are common lemon, thin 
skinned lemon, and the citron lemon. We use the 
common lemon for baking. 

We pack lemons in crates. Some crates have one 
hundred and fifty lemons and some have two hundred 
lemons in them. When we go to pack the lemons we 
put tissue paper around them so they will not get 
bruised. We ship lemons in crates. 

The lemon is used as cooling drink, for flavoring, 
medicine and food. We flavor cakes and pies with 
lemons. When we get thirsty we make lemonade. 

THE ORANGE TREE 

Blanche Stokes, age 8. 

I am a little orange tree. I grow in Florida in a 
grove. Florida is a warm country. 

I am found in warm countries; it is too cold for 
me here. I could not grow if I lived here. I am about 
twenty feet high when I have my full growth. The 
people think I am very nice. Sometimes the people of 
Florida cut dov/n my friends and make things out of 
them. They also make furniture out of them, too. 

My leaves are dark green. They have little dots on 
them as if a pin had jagged them. They have large 
veins as well as small ones. You can hardly see the 
little ones in the leaf. Have you ever seen an orange 
leaf? 

My blossom is white, it has a yellow center. I have 
blossoms all the time. 

My fruit is round and it is orange color. The rind 



MARCH 191 

of the orange is rough on the outside. The parts are 
the skin, rind, and pulp. There are from twelve to 
fifteen parts. In those parts are little sacs. The sacs 
ha\e juice in them. 

The seeds are white. There is a little kernel inside 
of the seeds ; the seed is ovoid in shape ; it has two 
skins before you can see the kernel. 

SELECTIONS FOR READING 

Class work, seat reading, and sight reading continued. 
The Lilac Twig. — Spring Series. — A. Y. R. 
Spring in the Apple Tree. — A. Y. R. 
The Little Seed. — Stepping Stones to Literature. 
Selections from Ward's Third Eeader : 

The Grateful Swan. — Cary. 

The Legend of the Northland. — Cary. 

The Hen That Hatched Ducklings. 
Sight reading from Garden and Field. 

VI THE AETS 

MUSIC 

Exercises in the Key of A. 

Exercises in Dynamics. 

The Triplet. 

Articulation and Breathing Exercises. 

Spring Songs. 

The Lovely Spring. 

The Little White Lily. 

Springtime. Tune, Juanita. 

The Voice of Spring. — Song Budget 

Sweet White Lily.- — Cecilian Series. 

The Wind. — Music Primer. 



192 THE THIRD SCHOOL YEAR 

FORM STUDY AND BRUSH DRAWING 

Type forms continued. 
Study of the cylinder. 
Draw with brush and color: 

Twigs showing buds. 

Use twigs and buds in original designs. 

Simple landscapes. 

Imported fruits — orange, lemon, etc. 

Model cylinder and objects resembling it. 

Model imported fruits. 

Few explanations are needed with reference to the 
work of this month. For drawing lessons based on 
the type forms see "iiugsburg's Drawing, Book I." 
What objects in nature resemble the cylinder? Twigs, 
branches, trunks of trees, some fruits and vegetables. 
On the way from school — at home? Poles, pillars, 
pipes, cans, tumblers, pottery. 

What type forms previously studied do the imported 
fruits resemble? 

CHARTS 

History of Pennsylvania. 

Imported Fruits. 

Trees in Simple Landscapes. 
The chart on history may contain reproduction exer- 
cises by the children, pictures of William Penn and the 
Indians, drawings of the wampum belt, treaty monu- 
ment, etc. The children usually bring interesting pic- 
tures from their homes for these charts. 

Let the chart on fruits contain the children's descrip- 
tions, decorated with the fruit painted at top of the 






LANDSCAPES 



194 THE.THIED SCHOOL YEAE 

paper. Usually the student teacher decorates the head- 
ing of the large chart. Last year an orange grove was 
painted in one corner ; a pine apple plant, banana plant, 
etc., formed other decorations. 

PICTURE STUDY 

St. Anthony of Padua. 

Divine Shepherd; St. John. 

Children of the Shell. 

The booklet on Murillo, Educational Publishing Com- 
pany, gives this account of the picture called St. 
Anthony of Padua: There is the kneeling saint with 
outstretched arms reaching forward to embrace the 
Christ child, who comes sliding down through the 
nebulous light from among a host of joyous angels. 
From the ecstatic look on the face of St. Anthony we 
know that the Child of God has been drawn to earth by 
the prayerful love in the Saint's heart. We feel certain 
that the open book on the table nearby is none other 
than the best of all good books. The vision has come 
to Saint Anthony on the earth, for that is common 
daylight that streams in through the open door, and 
those are perishable lilies in the vase there by the open 
book. 

By the painting of this picture Murillo gained for 
himself the title of "The Painter of Heaven." 

The picture has always been highly prized, and even 
the hardships of war did not tempt the men of the 
cathedral of Seville to accept the Duke of Wellington's 
offer to literally cover the canvas with gold, to be given 
in exchange for the precious picture. 







/// V '// 



^-^_^!^K^-<'i^J*j^^/ / 



"0 Eisen Christ ! Easter Flower ! 
How dear thy grace has grown ! 
From east to west with loving power. 
Make all the world thine own." 

I GEOGEAPHY 

In accordance with the Easter thought of awakening 
to new life, observe the renewal of life in the tree. 

Study trees and forests according to the outline, 
spending several weeks on the subject. Emphasize the 
importance of forest preservation and tree planting. 
Tell how the Germans preserve the Black Forest by 
planting trees. Describe high mountains of the world 
— show pictures. Eead to the class "Louise, the Child 
of the Western Forest." — "Seven Little Sisters." 

Observe Arbor Day by the use of appropriate songs, 
poems and memory gems — have readings of children's 
descriptions. 

Ask the children to collect tree products: camphor, 
resin, cork, rubber, woods of various kinds, coffee, sassa- 
fras, spices, etc. Some of these may be placed on a 
chart — for cinnamon, cloves, etc., use small bottles 
which may be easily tied on the chart. 

195 



196 THE THIED SCHOOL YEAR 

TREES AND FORESTS 

I. Appearance of Trees. 

1. At this season — renewal of life in the tree. 

2. During the winter months — period of rest. 

3. The autumn dress of the trees. 

4. Trees in the summer season. 
II. The Life Story of the Tree. 

1. Parts of the tree. 

2. What it eats and drinks. 

3. How it eats and drinks. 

4. The little tree — the great tree — the dying 

tree. 

III. Some Kinds of Trees. 

1. Shade trees — in country and city. 

2. Evergreen trees. 

3. Kut trees. 

4. Fruit trees. 

IV. The Wood of Trees.— Uses. 

V. Why Forests Should be Preserved. 

1. Forest and rainfall. 

2. Forests and soil. 

3. "Wind breaks" for crops. 

4. Shelter for animal life. 

5. Use poisonous gases. 

6. Beauty of scenery. 

VI. Useful Trees of Other Lands. 

Coffee, chocolate, nutmeg, India rubber, palm 
tree, olive, cork. 

SOME HISTORIC TREES 

The Wadsworth Oak at Genesee, N. Y., said to be 
five centuries old. The Charter Oak at Hartford, Conn. 



APEIL 197 

Washington's Elm, Cambridge. The Old Elm on 
Boston Common. The Treaty Elm on the banks of the 
Delaware, under which Wm. Penn made a treaty with 
the Indians in 1683. A monument now marks the spot. 

II NATUEE STUDY 

The Greeks of olden times welcomed the coming of 
Aurora, the Spring, with signs of great rejoicing. This 
season should bring joy and gladness to the heart of 
every child, for has not the Spring returned, the birds 
and the flowers with her? How fitting it is, too, that 
this season, when nature is fast awakening from the 
death of winter, is the time when the Christian world 
will celebrate the anniversary of the resurrection of 
Christ, our Lord and Saviour. 

For Easter observance see work on history, as space 
here will be devoted to suggestions for nature study. 

GROWTH OF LEAVES 

Continue to observe the peach tree. N"ote the changes 
in size and appearance of the leaf during its develop- 
ment from bud to maturity. Use other leaves for com- 
parative work. For suggestions upon leaf see October 
outline. Present the work which is adapted to this 
season. Helpful reference books are suggested in the 
reference list. 

SPRING FLOWERS 

Plan excursions to localities where flowers grow, that 
children may study the plant in its environment. Col- 
lect early wild flowers. Why are they early? Have 



198 THE THIED SCHOOL YEAK 

the child examine root, stalks and underground stems. 
Eecall what he has learned about storing up food. 

As in the autumn work, have pupils study specimens 
in the class room. Add to the number of varieties 
which they have learned to distinguish. Eecall facts 
learned — parts, etc. Beauty of form and color. Func- 
tion of the flower — of its parts. Adaptation of each 
part to its use. 

Select flowers for observation during the summer — 
the dandelion is a good specimen, as all the parts can 
be seen at once. Ask children to make flower gardens. 
Interest them in the work of insects on flowers. 

Detailed work on the blood-root is here given. For 
comparative study use anemone and spring beauty. 

THE BLOOD-ROOT 

I. Habits. 

Where found. Character of soil. Blooming 
season. 

II. General Appearance. 

•One of the most beautiful of the early spring 
flowers. A large, showy, pure white flower 
on a scape. The absence of calyx is due to 
the fact that it falls off so soon — before 
flower is fully developed. The flower bud 
is well protected by being enclosed with the 
leaf in sheathing bract, almost entirely be- 
neath the ground. When broken the plant 
bleeds, hence the name blood-root. 
III. Parts. 

1. Boot. — Bootstock — thick and fleshy, filled 
with orange red juice — multiplies by root. 



APEIL 199 

2. Stem. — Underground. 

3. Leaf. — Kidney shaped. One leaf — deeply 

lobed. Color — dark green above, whitish 
beneath. 

4. Flower. — Parts : 

a. Calyx — pale green — 2 sepals, oval in 

shape. 

b. Corolla — white — 8 to 12 petals — ar- 

ranged in circles, two or more — inner 
petals smaller. 

c. Stamens — many — unequal in length. 

Pollen yellow. 

d. Pistil — one — oblong. Short style. Stig- 

ma "united — thick. 

The flowers are regular — parts in twos 

and fours. Belongs to the poppy 

family. 

5. Seed — oblong pod, two valved. 

Ill LITERATUKE AND HISTORY 

EASTER 

During the morning exercises continue to tell the 
story of Christ to the Ascension. Give Bible readings 
from the story of the resurrection. Have the children 
commit appropriate verses. 

Tell of the old Anglo-Saxon festival in honor of 
Eastre, the goddess of Spring, to whom the month 
answering to our April was dedicated. 

Describe some of the ceremonies, popular sports, and 
observances which have characterized the celebration 
of Easter in all Christian countries. The most common 



200 THE THIKD SCHOOL YEAR 

of these is that of making presents of eggs, the egg 
being used as an emblem of the Resurrection of Christ. 
Formerly these eggs were highly ornamented and were 
called Paschal eggs because they corresponded to the 
Paschal lamb in the feast of the Passover of the Jews. 
It is said, that during the fifteen clays alter Easter, when 
two Eussian people meet they salute with, "Christ is 
Eisen,'' the other replies, "He is indeed risen." Then 
they kiss and present each other with a colored egg. 

POEMS ABOUT TREES 

The Trees. — Lucy Lav com. 

The Palm Tree.— Tf/it7ft>r. 

The Planting of the Apple Tree. — Bryant. 

What Do We V\^Tit—Ahhey. 

Woodman, Spare That Tree. — Morris. 

Apple-Seed John. — L. M. Child. 

Flower Myths : Narcissus. — Laurel. 

AN APRIL WELCOME 

Come up, April, through the valley, 

In your robes of beauty drest; 
Come and wake your flowery children 

From their wintry beds of rest; 
Come and over them blow softly. 

With the sweet breath of the south : 
Drop upon them warm and loving, 

Tenderest kisses of your mouth. 

Call the crow-foot and the crocus. 

And the pale anemone. 
Call the violet and the daisy. 

Clothed with careful modesty; 



APEIL 201 

Seek the low and humble blossoms, 

Of their beauties unaware, 
Let the dandelion and fennel 

Show their golden hair. 

— Phoebe Cary. 



o' 



Now April is here, in her apron sheen. 
The Willow dons her silvery green, 
Pee-wee and Sparrow settle down, 
And Swallows chatter in Swallow-town; 
Barn and cave and cliff shall twitter, 
And thronging pinions sail and flutter, 
Sweeping the meadow and skimming the lake, 
While air and water new graces take. 
Look and list ! from the low ground-vine. 
While brown leaves cluster and old stems twine, 
Eises the Wood-thrush, with rippling note; 
Song-thrush and Mavis their swelling throat 
Fill with delicious harmony. 
Pouring it forth to the breezy sky. 

— Selected. 

^^The spring beauties wake for the girls and the boys. 
And the earth groweth green without bustle or noise. 
From tiny brown beds, now wrapped fold upon fold. 
The loveliest garlands will soon be unrolled.'' 

Ah, welcome ! sweet April, whose feet on the hills 
Have walked down the valleys and crossed o'er the rills, 
The pearls that you bring us are dews and warm 

showers, 
And the hem of your garments are broidered with 

flowers. ' — Selected. 



202 THE THIED SCHOOL YEAR 

EASTER POEM 

"The little flowers came through the ground, 
At Easter time. At Easter time. 
They raised their heads and looked around, 

At happy Easter time. 
And every little bud did say, 
'Dear children, bless this happy day. 
For all that sleep shall wake some day, 
At happy Easter time.' 

"The crocus to the sky looked up 
At Easter time. At Easter time. 
The snow-white lily raised her cup. 

At happy Easter time. 
*We feel the smile of heaven,' they say, 
*Its glory shines on us to-day. 
Oh, may it shine on us alway. 
At happy Easter time.' " 

— Selected. 

Ring, happy bells of Easter time, 
The world is glad to hear your chime; 
Across wide fields of melting snow 
The winds of summer softly blow. 
And birds and streams repeat the chime 
Of Easter time. 

— Youth's Companion. 

Let your lives, 0, children dear. 

Be as Easter lilies white. 
Scattering sweetness far and near. 

Carrying everywhere delight. 

— Youth's Companion. 



APEIL 203 

And sweet and low the South wind blows. 
And through the brown field calling goes, 

"Come Pussy ! Pussy Willow ! 
Within your close brown wrapper stir; 
Come out and show your silver fur, 

Come Pussy ! Pussy Willow !'' 

— Harper's Young People. 

Spring is flinging her blossoms wide. 
Cowslips, anemones, arbutus sweet; 

Oh, may she ever with you abide. 

To flower the pathw^ay under your feet. 

— Edith Foster. 

A little of thy steadfastness, 
Eounded with leafy gracefulness, 

Old oak, give me, — 
That the world's blasts may round me blow. 
And I yield gently to and fro. 
While my stone-hearted trunk below 

And firm-set roots unshaken be. 

— Lowell. 

^Plant trees, plant trees on Arbor Day, 
Along the shadeless, dusty way; 
Who plants a tree shall surely be 
A blessing to humanity.^' 

TEEE-PLANTING 

He who plants a tree 

Plants a hope. 
Eootlets up through fibres blindly grope; 
Leaves unfold into horizons free. 



204 THE THIED SCHOOL YEAR 

So man's life must climb 

From the clods of time 

Unto heaven's sublime. 
Canst thou prophesy, thou little tree, 
What the glory of thy boughs shall be? 

He who plants a tree, 

He plants love; 
Tents of coolness spreading out above 
Wayfarers, he may not live to see. 

Gifts that grow are best; 

Hands that bless are blest; 

Plant ! Life does the rest ! 
Heaven and earth help him who plants a tree, 
And his work its own reward shall be. 

— Lucy Larcom. 

"WOODMAN, SPARE THAT TREE" 

Woodman, spare that tree! 

Touch not a single bough! 
In youth it sheltered me. 

And I'll protect it now. 
'Twas my forefather's hand 

That placed it near his cot ; 
There, woodman, let it stand; 

Thy ax shall harm it not. 

That old familiar tree, 

Whose glory and renown 
Are spread o'er land and sea. 

And would'st thou hew it down? 



APBIL , 205 

Woodman, forbear thy stroke ! 

Cut not its earth-bound ties; 
Oh, spare that aged oak, 

Now towering to the skies. 

When but an idle boy, 

I sought its grateful shade; 
In all their gushing joy. 

Here, too, my sisters played. 
My mother kissed me here; 

My father pressed my hand — 
Forgive this foolish tear, 

But let that old oak stand. 

My heartstrings round thee cling, 

Close as thy bark, old friend ; 
Here shall the wild-bird sing, 

And still thy branches bend. 
Old tree ! the storm still brave ! 

And woodman, leave the spot; 
While I've a hand to save. 

Thy ax shall harm it not. 

HISTORY 

This month's work in history will be concerned 
chiefly with the life of Lincoln. There will also be 
some discussion of the Civil War, for which the March 
study of the Southland has opened the way. 

It is desirable to treat this war after the study of 
the Revolution in February, and, as in the month of 
April occurs the anniversary of the assassination of 
Lincoln, as well as that of the opening of the war, it 



206 THE THIED SCHOOL YEAK 

is deemed more appropriate to consider this subject 
at this time than in the already crowded month of 
February. 

At this stage of the year's work it is scarcely neces- 
sary to repeat teaching suggestions. 

ABRAHAM LINCOLN — OUTLINE FOR STUDY 

I. Eeview Early Life. 

Parents — Kentucky home — first school. 
II. The Xew Home. 

Backwoods life in Indiana. 
School life. The boatman. 

III. First Years in Illinois. 

Indian War. Soldier — lawyer — congressman. 

IV. The President. 

His moral greatness. 
Secession and the war. 
The death of Lincoln. 
V. Tributes to Our Honored Hero. 

Places named after him — literature — monu- 
ments. Old Royd Museum — Washington. 

lY NUMBEE 

The number work for this month will grow out of 
the study of gardening and the Arbor Day study. 

During the preceding months the children planned 
the building of a house; now have them lay out a 
garden, sow seeds and set out plants. Ask them to 
draw the plan for the garden; find areas of the beds 
and walks. Let them make problems concerning the 
number of plants required. 



APKIL 207 

Ask pupils to measure their home gardens and use 
these dimensions in problems. Encourage them to 
make gardens of their own. 

Plan an orchard of fruit trees. Let children decide 
upon number and kind of trees. Problems concerning 
number of rows — number of trees in a row. 

Continue drills on the combinations of numbers. 

Construct and repeat the ninth table. 

Continue addition, subtraction, and multiplication of 
higher numbers. 

Continue notation and numeration of numbers. 

Teach short division. 

PROBLEMS 

A garden is 32 ft. wide and 40 ft. long. DmtW to 
the scale 1 inch to 8 feet. Find area and perimeter. 

A square garden is 12 yards long. Draw to the scale 
one-fourth inch to the 3^ard. Find area and perimeter. 

Blanche's garden is 100 ft. long and 50 ft. wide. 
What is the area — the perimeter? 

CLASS WORK LAURA CRAIG. 



Length of garden, 


70 ft. 


Width of garden. 


35 ft. 


35 


70 


70 


35 


2450 


210 


Area of garden, 


2450 sq. ft 


Perimeter of garden, 


210 ft. 



208 THE THIRD SCHOOL YEAR 

V LANGUAGE 

The language exercises for this month will center 
about the study of Lincoln and the Arbor Day work. 

Ask the pupils to write sketches of Lincoln's life at 
different periods, using topics suggested in the outline 
for the development of the subject. 

For additional reproduction work select stories from 
their readings: "How the Oak Tree Became King" 
and "The Honest Woodman" are beautiful stories, 
splendidly adapted to this work. See that the child 
is thoroughly familiar with the story. Compare his 
reproduction with the original. Aim to secure the 
best language, striving to have the child use rather 
than to avoid the words of the author, for it is by this 
use of new words that he adds to his vocabulary. 

While giving oral and written descriptions of trees, 
encourage the pupils to impersonate different trees. It 
is interesting to have them do this and other children 
decide what trees they are describing. 

Several of the poems about trees are well suited for 
paraphrasing. After the poem has been interpreted 
in class and is well understood by the pupils, spend 
considerable time upon its oral reproduction. Then 
ask the members of the class to write out the story. 
See that the different elements of the story are given 
their relative proportion, and that much of the vital 
spirit of the poem is preserved in this transition to 
prose. 

Teach simple forms for notes of invitation. Ask 
the girls and boys to write to their parents and friends, 
asking them to attend the exercises on Arbor Day. 



APBIL 209 

EXERCISE IN USE OF DESCRIPTIVE WORDS 

Fill blanks with words which describe : 

1. The oak is a very tree. 

2. Do you not think the willow tree is ? 

3. Fruit trees are . 

4. The apple tree is and . 

5. The one woodman was and the other 

was . 

6. Describe the oak tree before it became king. 

7. What kind of a man was Apple-seed John? 

Use three words, each of which tells some- 
thing about him. 

SELECTIONS FOR READING 

Three lines of work continued. 
From Stepping Stones to Literature. 

A Tiny Ball and What Came of It. 

The Tree.— Bjornson. 

The Maple. 

How the Oak Tree Became King. 

The Honest Woodman. 

What the Chairs Said. 

Our Field. 

The Chicken's Mistake. 

Stories of Lincoln. — Werner Co. BooUets. 

VI THE ARTS 

MUSIC 

Articulation and Breathing Exercises. 

Exercises in Key of E. 

Song Exercises. — Ideal Music Course: 




TREES IN LANDSCAPES 




THE ANGELUS 
JEAN FRANCOIS MILLET 



APRIL 211 

The Lilies. 

Hear the Bells Einging. 
Easter Songs. Arbor Day Songs. 
Consider the Lilies. 
The Little Leaves. 
The Alder by the Eiver. 
The Old Oak Tree. 
Arbor Day.—/. M. C. 

DRAWING AND FORM STUDY 

With brush and color. — 

Easter flowers : daffodils^ narcissus, lily. 

Easter emblems : eggs, chickens, rabbits. 

Trees in landscapes. 
Study the ovoid. 
Mold type form and objects resembling it. 

Mold Easter emblems. 
Illustrate "Woodman, Spare That Tree." 
Draw plan of a garden. 
Illustrate book covers — Study of Lincoln. 

CHARTS 

Chart of Easter Paintings. 
Chart on Arbor Day Study. 

PICTURE STUDY 

Pictures of Trees — Forests. 

The Angelus. The Shepherdess. — Millet. 

The Ascension. 




Here I am, and how do you do? 
I've come afar to visit you. 
Little children, glad and free, 
Are you ready now for me? 
I'm the month of May ! 

— Youth's Com'panion. 

Mother nature is glad to-day 

To greet the birds of her darling May. 

The shrubs are dressed in rosy gauze, 

Amber laces drape the boughs; 

Dainty nests are building, hid 

Clouds of softest green amid; 

Bloom and tassel o'erhang the woods, 

Fragrance covers the nestling broods. 

Melody of Linnet and Lark 

Chime and cadence from dawn to dark; • 

Catbird's mimic, and Bobolink's fun. 

Bubble and trill till day is done. 

— Procession of the Birds. 

212 



MAY 213 

I GEOGEAPHY AND NATURE STUDY 

Continue the line of work upon man's needs and 
some of the occupations which lead to their supply — 
continue the field work — work of water, etc. Study 
irrigation— causes— effects. Appearance of fields at 
this time. What is the farmer now doing? Seeds in 
the ground — cultivation of these crops. Endeavor by 
discussions to show the relation of the different units 
of study to the whole subject. 

During this delightful springtime let the realm of 
nature be the child's open book. Here he will always 
have an abundance of concrete material to furnish him 
thought. During field excursions and in the school- 
room, study blooming flowers, birds and insects. Give 
frequent opportunity for the child to report upon those 
things which he has discovered on his way to school, 
and to describe what he has found as the result of his 
investigation in the class-room. It is this interpretation 
which affords the child such valuable exercise in the 
use of language. 

Emphasize the study of birds this month — at this 
time almost all of our birds have returned. In addition 
to the study given in the outline, the pupils will have 
full opportunity to observe the pigeon kept in the 
school-room. 

Direct this observation and at stated times ask for 
reports of their observations. 

THE ORIOLE OUTLINE FOR A DESCRIPTION 

I. Names. 

Called Baltimore oriole because its colors are 
those of the livery of Lord Baltimore. 



214 THE THIED SCHOOL YEAE 

Other names — golden robin, hang-bird, fire- 
bird. 
II. Migration. 

Arrival when cherry trees are in blossom. 
Departure about the middle of August. 

III. General Appearance. 

1. Size — spread of wings — length from tip of 

beak to end of tail. 

2. Color — orange and black. 

3. Covering — compare with that of fish and 

other animals. 

IV. Habits. — Gait — flight — song. 

Compare locomotion with that of other ani- 
mals — adaptation to environment. 
V. Food. — Insects — flies — beetles. 
VI. Nest. — Where built — materials. 

Number and kind of eggs. 
VII. Incidents.— See ''Bird Ways.'*— i¥i7/er. 
VIII. Uses of Birds. Scarcity of our Birds. 

REMARKS 

The oriole, one of our most beautiful birds, builds 
near the dwellings of men. 

The nest is the form of a gourd shaped bag. It is 
usually attached to the branch of a high tree. The 
squirrel is the only animal able to reach the nest. For 
materials are used flax, various kinds of vegetable 
fibres, matted wool and hair. Long horse hairs are 
used to sow the fibres firmly together. The thin felt 
like walls are water-proof. 

Soft hair is placed in the bottom of the nest to make 
a soft resting place for the eggs. There are from four 



MAY 215 

to six eggs; they are white with black spots and lines 
on them. 

The oriole is active and industrious. His bright col- 
ors make his lively motions conspicuous. These bril- 
liant colors seen among the green foliage look somewhat 
like flashes of fire, suggesting the name Fire-bird. 

The oriole generally sings while working. His notes 
are loud and musical — at times there are notes of com- 
plaint and anger. 

"Of all the weavers that I know, 
The oriole is the best; 
High on the branches of a tree 
She hangs her cozy nest." 

THE DANDELION 

Recall the flower study during the fall months. 
Study the third kind of composite flower, the dandelion 
— see September work on clover. 

Where have pupils seen the dandelion growing? 
What have they done with it ? Blooming season. Why 
so early ? Eecall what pupils have learned about plants 
storing up food. Are dandelions plentiful? Why are 
flowers so bright? Work of insects. 
I. Plant; General Appearance. 

Long toothed leaves rising directly from the 
ground; arranged in form of a rosette. 
Why spread out in this way? (To get air 
and sunshine to do their work.) 
II. Parts. 

1. Root. — Thick, milky tap-root. Much nour- 
ishment stored away for early plant. 



216 THE THIED SCHOOL YEAE 

2. Leaves. — Pinnate veined, petiole margined, 

no stipules. 

3. Flower stalk. — Hollow smooth scapes or 

flower stalks rise from the ground. 

4. Flowers. — Flowers in large, close heads. 

Each cluster or head is made up of many 
small strap shaped flowers. These are 
complete and regular ; each flower has 
pistils and stamens. Function of green 
leaves arranged about the flower head. 
What do these leaf-like parts do during a 
rainstorm, and in the evening when the 
flower gets sleepy? What time do the 
doors close? 

5. The Seed. — The fruit of the dandelion is 

the "silvery puff ball" or clock. How do 
the ripened seeds look? Why are the 
silken threads on the seeds? What other 
seeds have sails? 
III. Uses. 

Dandelion leaves are eaten as salad. They fur- 
nish food for the silk-worm. Roots are 
used for coffee — for medicine. 

II LITERATURE AND HISTORY 

LITERATURE 

"Christ it was who disdained not the use of objects 
and symbols, remembering that it was the childhood 
of the race. He it was who spake in parables and 
stories, laying bare soul of man and heart of nature, 
and revealing each by divine analogy. He it was who 



MAY 217 

took the little ones in his arms and blessed them; who 
set the child in the midst, saying, 'Except ye become as 
one of these/ May the afterglow of that inspired 
teaching ever shine upon the path we are treading. 
May we bathe our tired spirits in its warmth and glory, 
and kindle our torches at the splendor of its light." 

— Kate Douglass Wiggin. 

Waiting for the May. — M. Douglas, 
Summer is Coming. 
The Yellow Violet. — Bryant. 
Robert of Lincoln. — Bryant. 
How the Eobin Came. — Whittier.- 
Sleep, Soldier, Sleep ! — ParJcer. 
Our Heroes. — Phoebe Cary. 

HISTORY 

May Day Customs in Other Lands, — 

England, Sweden. 
Significance of Memorial Day. 
Special Observance of the Day. 

MAY 

"All the birds and bees are singing; 
All the lily bells are ringing; 
All the brooks run full of laughter. 
And the winds come whispering after. 
What is this they sing and say? 
'It is May !' " 



218 THE THIRD SCHOOL YEAR " 

From "The Birds of Killingworth.'' — Longfellow. 
"Do you ne'er think vvliat wondrous beings these? 



^to' 



Do you ne'er think who made them, and who taught 

The dialect they speak, where melodies 

Alone are the interpreters of thought? 

Whose household words are songs in many keys. 

Sweeter than instrument of man e'er caught? 

Whose habitations in the tree-tops even 

Are half-way houses on the road to heaven? 

^Think every morning when the sun peeps tli rough 
The dim, leaf-latticed windows of the grove, 
How jubilant the. happy birds renew 
Their old, melodious madrigals of love ! 
And when you think of this, remember, too, 
'Tis always morning somewhere, and above 
The awakening continent, from shore to shore, 
Somewhere the birds are singing evermore." 



TO THE Dk^DYlAOl^— Lowell 

Dear common flower that grow'st beside the way, 
Flinging the dusty road with harmless gold. 

First pledge of blithesome May. 

Which children pluck, and, full of pride, uphold, 

High-hearted buccaneers, o'er joyed that they 
An eldorado in the grass have found, 
Which not the rich earth's ample round 

May match in wealth, thou art more dear to me 

Than all the prouder summer blooms may be. 



MAY 219 

"THE DANDELION" 

"He is a roguish little elf, a gay audacious fellow, 

Who tramps ahout in doublet green, 
And skirt of brightest yellow. 
In every field by every road, 

He peeps among the grasses, 
And shows his sunny little face. 

To every one that passes." 

"Violets, violets, open your leaves. 
The sparrows are chirping under the eaves. 
The great sun shines warm, the sky is all blue, 
My sisters and I are waiting for you. 
So open your leaves like good flowers do." 

"A violet by a mossy stone. 
Half hidden from the eye. 
Fail as a star, when only one 
Is shining in the sky." 

"SLEEP, SOLDIER, SLEEP" 

Sleep, soldier, sleep ! 
Thy work is o'er; 

No more the bugle calls "to arms !" 
Dream on beneath thy tent of green. 

Sleep, soldier, sleep; free from alarms. 

Peace smiles upon our goodly land. 

The war-cry is no longer heard. 
And fields where once the battle raged. 

Now echo with the song of bird. 



220 THE THIRD SCHOOL YEAR 

Rest, soldier, rest ! while we to-day 

Bring fragrant flowers with reverent tread 

To deck the graves of those we love, 
A tribute to our honored dead. 

Sleep, soldier, sleep ! 
Thy work is o'er; 

Sleep on and rest, free from all care. 
While we our gra+itude express. 

With blossoms sweet, and garlands fair. 

G. W. Park. 

DECORATION DAY 

Bring the flowers you gather. 

The parting bloom of May, 
And scatter them with loving hands 

On the soldiers' graves to-day. 

— Youth's Companion. 

"Cover them over with beautiful flowers; 
Deck them with garlands, these brothers of ours; 
Give them the meed they have won in the past; 
Give them the honors their merit forecasts; 
Give them the chaplets they won in the strife; 
Give them the laurels they lost with their life." 

"We'll bring them to-day the violets blue, 
And roses red and white. 
The colors bright they bore so true 
For God and home and right." 

Let me tell you the secret without delay. 
Of growing beautiful day by day; 



MAY 221 

'Tis a secret old as the world is old, 

But worth in itself a mine of gold; 

Beauty of soul is beauty of face, 

For inward sweetness makes outward grace. 

— Harper's Young People, 

BIED TRADES 

The swallow is a mason, 

And underneath the eaves 
He builds a nest, and plasters it 

With mud and hay and leaves. 

Of all the weavers that I know, 

The oriole is the best : 
High on the branches of the tree 

She hangs her cozy nest. 

The woodpecker is hard at work — 

A carpenter is he — 
And you may hear him hammering 

His nest high up a tree. 

Some little birds are miners ; 

Some build upon the ground; 
And busy little tailors, too, 

Among: the birds are found. 



'& 



A FAEEWELL 

Farewell, dear child, I have no song to give thee, 
No lark could pipe to skies so dull and gray; 

But ere we part one lesson I would leave thee. 
For everv da v. 



222 THE THIED SCHOOL YEAE 

Be good, sweer maid, and let who will be clever. 

Do noble things, not dream them all day long; 
And so make life, death, and that vast forever 

One grand, sweet song. 

— Charles Kingsley. 

Ill NUMBER 

Provide for the application of the principles con- 
sidered during the preceding months. 

Give concrete problems involving the "use of numbers 
studied. 

Measure with familiar units. 

Continue constructing and repeating tables. 

Compare magnitudes; find and state ratios. 

Continue writing and reading numbers. 

Distinguish and apply Eoman numbers to C. 

Teach simple percentage by illustration. 

One hundred per cent of a dollar — a bushel, etc. 

Teach fractional equivalents of : 
50 per cent, 33, 25, 12, 10. 

Shade 25 per cent of a square; 75 per cent. 

How many inches in 50 per cent of a yard? 

A horse which cost 80 dollars was sold at a gain of 
25 per cent ; what sum was received for it ? 

OUT-DOOR AVORK IN MAY 

We are going to find the area of this tennis court, 
What must we first do? After we have found the 
length and the width what must we do? How shall 
we find the perimeter? 

Find the distance from the step to the gate in rods. 



224 THE THIED SCHOOL YEAR 

This is the length of the part of the campus between 
the walk and the main building; Find the width and 
keep these measurements to use in problems. 

Examples made from the children's measurements. 

1. The length of the board walk from the school 

building to the gate is Sl-t feet; the width 
is 4 feet. Find the perimeter. 

2. The length of the cinder track between the 

gates is 72 yards and the width is 3 yards. 
What is the area ? 

3. The tennis court is 7 rods long and 4 rods 

wide. What will be the length of a piece 
of rope that will reach entirely around it ? 

4. The pond is 168 feet long and 52 feet wide. 

Find the area and the perimeter. 

IV LANGUAGE 

Continue the oral and written work as suggested in 
the preceding months. 

Devote the time chiefly to the application of prin- 
ciples considered during the year. Arrange exercises 
providing for those uses of capitals and punctuation 
marks which the children have already learned. At 
this time emphasize the uses of the exclamation point 
and the dash. 

Let the pupils write descriptions of flowers and birds. 
Encourage them to make these descriptions interesting 
and attractive. Request them to give incidents of their 
own observation of birds. Keep your standards high, 
accepting only the pupil's best work. Indicate errors 
and have them corrected, requiring the exercises to be 



MAY 225 



rewritten when necessary. Let all criticism be kindly 
and sympathetic. 

THE DANDELION 

By Delmer Harris, age 8. 

The dandelion is a common flower. It grows by the 
roadsides, on the campus, and in the fields. It grows 
on hillsides and meadows. 

The dandelion blooms from April to November. It 
blooms so early because it has food stored away in its 
roots. 

The scape is hollow and very thick. We make 
whistles, curls, and chains out of them. The scape has 
milk in it and it is very milky. The color of the scape 
is a light green. I have eaten the leaves and people call 
them greens. 

The flower is yellow and it has hundreds of strap 
flowers. These strap flowers are yellow and they make 
the flower head. They are fastened to the flower head. 
I used to pull them off of the head. 

SELECTIONS FOR READING 

From Stepping Stones to Literature. 
The May Basket. 

The Story of the Morning Glory Seed. 
The Pea Blossom. 
The Violet. 

The Ugly Duckling. — Andersen. 
The Wounded Curlew.— Ce/m Thaxter. 
The Sandpiper. — Celia Thaxter. 
Selections from Ward's Third Reader with phonic 
drill continued. 



226 THE THIED SCHOOL YEAE 

From Graded Poetry. 

The Violet. — Lucy Larcom. 

The Bluebird. — Emily Huntington Miller. 

Y THE AETS 

:\iusic 

Two Part Singing. 
Exercises in Chords. 
Song Exercises : 

Eest for the Flowers. 

Music in the Springtime. 
May Songs. 

Smiling May Comes in Play. 

The Birds' Ball. — Song Budget. 

The Woodpecker. — Music Primer. 

The Brown Thrush. — Song Budget. 

Kobin's Eeturn. — Music Primer. 
Memorial Songs. Patriotic. 

National Hymn. 

Memorial Day. 

Battle Hymn of the Eepublic. 

The Star-Spangled Banner. 

DRAWING 

Illustrate "The Sandpiper." — Celia Thaxter. 
With brush and color. 

Flowers: dandelion^ violet. 

Birds : oriole, swallow. 
With brush and ink. 

Original designs for floral border patterns. 




PENELOPE BOOTHBY 
REYNOLDS 



MAY 227 

CHARTS 



Bird Study. Flower Study. 
Paintings and Written Descriptions. 



PICTURES. — MILLET. 

The Sower. 

Feeding Her Chickens. 

Feeding Her Birds. 

PICTURES. — SIR JOSHUA REYNOLDS 

Angels' Heads; Age of Innocence. 

Little "Miss Bowles.'' 

Penelope Boothby. 

Tell the children about this great English portrait 
painter, the kind, gentle man who loved children and 
painted so many beautiful pictures of them. 

The children are always much surprised and inter- 
ested when they are told that the five faces in the 
Angels' Heads or Cherub Choir represent five views of 
one little girl, Isabella Gordon. The child is first 
sketched looking straight at the artist and then to the 
right, then to the left; another view shows her when 
she was looking up and another when she was looking 
down. 



*EEFEREXCE BOOKS— NATURE STUDY AND 
GEOGRAPHY 

"First Studies in Plant Life. Atkinson. Ginn & Co. 

"Botany." Bailey. Macmillan Company, N. Y. 

"T3^pe Lessons in Nature Study and Literature." 
McGovern. A. Flanagan Co., Chicago. 

"Guide to the Wild Flowers." Lounsberry. T. A. 
Stokes Co., N. Y. 

"Familiar Flowers of Field and Garden." Matthews. 
D. Appleton & Co., N. Y. 

"Familiar Trees and Their Leaves." Matthews. I). 
Appleton & Co., N. Y. 

"The Plant World." Vincent. D. Appleton c(' Co., 
N. Y. 

"The Fairy Land of Flowers."' Buckley. I). Apple- 
ton & Co., N. Y. 

"Nature Study and Life." Hodge. Ginn cC- Co., 
Boston. 

"Nature Study by Months." Boy den. New Eng- 
land Pub. Co., Boston. 

"How to Know the Wild Flowers." Dana. Ameri- 
can Book Co., N. Y. 

"Plants and Their Children." Dana. American 
Book Co., N. Y. 

"Little Flower Folks." Pratt. Educational Pub. 
Co., N. Y. 



* Any of these books may be purchased from the pub- 
lishers of this book. 

228 



EEFERENCE BOOKS 229 

"Insect Life." ComstocTc. D. Appleton & Co., N. Y. 

"Ants, Bees, and Wasps." Lubbock. D. Appleton 
& Co., N. Y. 

"Curious Homes and Their Tenants." Beard. D, 
Appleton & Co., N. Y. 

"The Animal World." Vincent D. Appleton & Co., 
N. Y. 

"The Idyll of the Honey Bee." Burroughs. 

"The Bird Book.'' Echstorm. D. C. Heath & Co., 
Boston. 

"Our Birds and Their Nestlings." Walker. Ameri- 
can Book Co., N. Y. 

"Birds Through an Opera Glass." Merriam. Hough- 
ton, Mifflin & Co., Boston. 

"Bird Ways." Miller. Houghton, Mifflin £ Co., 
Boston. 

"Four Feet, Two Feet, and No Feet.'' Richards. 

"Ways of Wood Folk." Long. Ginn & Co. 

"Lessons on Zoology." Needham. American Book 
Co., N. Y. 

"Geographical Nature Studies." Payne. 

"Commercial Geography." Adams. 

"Children of the Cold." Schwatka. 

"Special Method in Geography." McMurry. 

"Little Lucy's Wonderful Globe." Macmillan Co., 
N. Y. 

"Seven Little Sisters." Andrews. Ginn d- Co.. Bos- 
ton. 

"Great American Industries." A. Flanagan Co., 
Chicago. 

"American Inventors and Inventions." Burdett 
&Co. 



230 EEFEEENGE BOOKS 

''The Teaching of English." Chuhh. Macmillan Co., 
N. Y. 

"The Story Hour." Wig gin. Houghton, Mifflin & 
Co., Boston. 

"Fairy Stories and Fables." Baldwin. American 
Book Co., N. Y, 

"^sop's Fables." A. L. Burt, N. Y. 

"Fairy Tale Plays and How to Act Them." Bell 
Longmans, Green & Co. 

"Fairy Tales." Andersen. Maynard, Merrill & Co. 

"Stories for Kindergarten and Primary Schools." 
Wiltse. Ginn & Co. 

"A Child's Garden of Verse." Stevenson. Band, Mc- 
Nalhj & Co. 

"Child Life in Poetry and Prose." WJiittier. 

"Lullaby Land." Field. Scribners Sons. 

"Love Songs of Childhood." Field. Scrihne/s Sons. 

"Graded Poetry." Alexander and Blake. Maynard, 
Merrill & Co. 

"Three Years with the Poets." Hazard. Houghton, 
Mifflin & Co. 

"Poems Every Child Should Know." Burt. Double- 
day, Page & Co. 

"Child Ehymes." Riley. Bobbs-Merrill Co., Indian- 
apolis, Ind. 

"Stories and Poems for Children." Thaxter. 

"Jason's Quest." Lowell. 

"Popular Fairy Tales." Grimm. 

"Uncle Eemus' Songs and Sayings." D. Appleton 
& Co. 

"Ethics. Stories for Home and School.'' Dewey. 



EEFERENCE BOOKS 231 

"Ethics for Young People." Everett. Ginn & Co., 
Boston. 

"The Young Citizen." Dole. D. C. Heath & Co., 
Boston. 

"The Young American." Judson. Maynard, Merrill 
& Co. 

"Morals and Manners." Shearer. Richardson, Smith 
& Co., N. Y. 

REFERENCE BOOKS— LITERATURE AND 
HISTORY 

"Ten Little Boys Who Lived on the Road from Long 
Ago to Now." Andrews. Lee & Shepard, Boston. 

"The Discovery of America." Fiske. Houghton, 
Mifflin & Co. 

"Old Times in the Colonies." Coffin. Harper Bros., 
N. Y. 

"Indian History for Young Folks." DraTce. Harper 
Bros., N. Y. 

"Stories of Colonial Children." Pratt. Ed. Pub. 
Co. 

"Story of the Thirteen Colonies," Guerher. Ameri- 
can Booh Co. 

"A Short History of the English Colonies in Ameri- 
ca.^' Lodge. 

"Stories of American Life and Adventure." Eggle- 
ston. American Booh Co. 

"The Story of Our Country." Burton. Werner Co. 

"Customs and Fashions in Old New England." Earle. 
Chas. Scrihner's Sons, N. Y. 

"History of the United States." Fishe. 



232 EEFEKENCE BOOKS 

"History of the People of the United States." ilfc- 
Mdster. 

"Stories of Pennsylvania." Walton and Brumbaugh. 

"A History of Pennsylvania." Shimmel. R. L. 
Myers Co., Harrisburg, Pa. 

"Biographical Booklets." ^Yerner Co. 

"Wonder Book." Hawthorne. 

"Scudder's Fables and Folk Stories." 

Euskin's "King of the Golden River." 

"Stepping Stones to Literature." Arnold. Silver, 
Burdett & Co., Boston. 

"Nature Myths and Stories." Cooke. A. Flanagan 
Co., Chicago. 

"x\ll the Year Round." Ginn & Co. 

"Stories from Garden and Field." Ed. Puh. Co. 

"Cat-Tails and Other Tales." HowUtson. A. Flana- 
gan Co. 

"Classic Stories for Little Ones." Lida McMurry. 
Public School Puh. Co., Bloomington, III. 

"Nature in Verse." Love joy. Silver, Burdett & Co. 

"Selected Classics." Ed. Pub. Co. 

"Round the Year in Myth and Song." American 
Booh Co. 

"Age of Fable and Beauties of Mythology." Bul- 
finch. 

"Old Greek Stories." Baldwin. American Booh Co. 

"Greek Heroes." Kingsley. Ginn £ Co. 

"Classic Myths." Gayley. Ginn cf- Co. 

"Guerber's Myths of Greece and Rome." American 
Booh Co. 



EEFEKENCE BOOKS 233 

MISCELLANEOUS 

"Observational Geometry.'' Campbell. Harper & 
Bros., N. Y. 

"Primary Arithmetic." Speer. Ginn & Co., Boston. 

"Supplementary Arithmetic." Gifjin. A. Flanagan 
Co. 

"Industrial Primary Arithmetic." Baldivin. 

"School Hygiene." Shaw. 

"The Essentials of Health. Stowell. Silver, Bur- 
dett & Co. 

"The Child's Book of Health." Blaisdell. 

"School Gymnastics." Bancroft. 

Lessons on the Human Body." Hallock. E. L. Keh 
logg & Co. 

"Practical Physiology." Blaisdell. 

"Augsburg's Drawing Books," I. and 11. Educa- 
tional Piib. Co., N. Y. 

"Text Books of Art Education.** Prang. Prang 
Ed. Co., N. Y. 

"Composition — Drawing." Doiv. Baher & Taylor 
Co., N. Y. 

"Course in Paper and Cardboard Construction." 
Hammell. B. F. Johnson Publishing Co., Richmond, 
Va. 

"Riverside Art Series." Houghton, Mifflin & Co., 
N. Y. 

"Art Books." Educational Publishing Co. 

"Modern Music Primer." Smith. Silver, Burdett 
& Co. 



234 REFEEENCE BOOKS 

BOOKS FOR THE CHILDREN'S LIBRARY 

"True Fairy Tales." Bahewell. American Boole Co., 
N. Y. 

"Little Stories for Little People." McCullough. 
American Book Co., N. Y. 

"Old Greek Stories." Baldwin. American Booh Co., 
N. Y. 

"Stories of Great Americans for Little Americans." 
Eggleston. American Book Co. 

"The Book of Legends." Scudder. Houghton, 
Miffln & Co., Boston. 

"From the Land of Stories." Claxton. B. F. John- 
son Pub. Co., Richmond. 

"Household Stories." KUngensmith. A. Flanagan 
Co., Chicago. 

"Little Golden Hood." Heller and Bates. Long- 
mans, Green & Co., N. Y. 

"The Snow Man." Lang. Longmans, Green & Co., 
N. Y. ■ " ■ 

"Little People of the Snow." Muller. A. Flanagan 
Co., Chicago. 

"Little Folks of Other Lands." Chaplin and Hum- 
phrey. Lothrop Pub. Co. 

"yEsop's Fables." Pratt. Educational Pub. Co., 
N. Y. 

"Grimm's Fairy Tales." Pratt. Educational Pub. 
Co., N.Y. '^ 

"Children of the Palm Lands." Allen. Educational 
Pub. Co., N. Y. 

"Legends of the Spring Time." Hoyt. Educational 
Pub.Co..N.Y, 



REFERENCE BOOKS 235 

"Robinson Crusoe for Boys and Girls/' McMurry 
and Hmted. Public School Pub. Co., Bloomington, III. 

"Six N"ursery Classics." O'Shea. D. C. Heath <& 
Co., Boston. 

"Legends of the Red Children." Pratt. Educa- 
tional Pub. Co., N. Y. 

"Stories of Mother Goose Village." Bigham. Rand, 
McNally & Co., N. Y. 

"Classic Fables." Turpin. Maynard, Merrill & Co- 
N. Y. 

"Fifty Famous Stories Retold." Baldivin. Ameri- 
can Book Co. 



For Intermediate Teachers 



^lusy Hands Construction Work 

By Isabelle F. Bowkcr, of the Chicago Public 
Schools. Embracing work in cardboard folding 
and cutting, basketry, weaving, etc. The subjects 
were carefully chosen and are familiar to all chil- 
dren. 170 illustrations. Cloth. Price, 60 cents. 

S<issors and Paste 

By Grace Goodridge. A book of fifty designs 
for cutting and pasting, with helpful suggestions 
for the teacher. Price, 25 cents. 



B emery Gems for Home and School 

By L. E. Johnston. Contains 265 beautiful 
gleanings from a variety of sources for interme- 
diate and grammar grades. Price, 10 cents. 



St<i*ries in Season 

A book of stories and poems in great variety, 
illustrating the seasons of the year, the months, 
etc., put in usable form by Miss George, the well- 
known editor of The Plan Books. Price, 30 cents. 



So I gs in Season 

The title indicates the character of this most 
useful book. There are twenty songs of Spring, 
twenty-six of Autumn, and thirty of Winter, to- 
gether with eight flower songs, thirteen bird songs 
and twenty miscellaneous songs. Paper. Price, 
50 cents. 

A. FLANAGAN COMPANY, CHICAGO 



The School Year Books 

Prepared by Teachers of the State Normal School, California, 
Penna. Edited by Theodore B. Noss, Ph. D., Principal of the 
State Normal School, California, Penna. 

UNIQUE AND HELPFUL 

These books form a unique and helpful series for teachers everywhere. 
Each volume presents a year's school work, month by month, with ample 
lesson material, well selected, carefully planned and suitably correlated. 

They are not a mere course of study or book of methods, nor a collection 
of teaching material, but they are all of these and more. They differ from 
a mere course of study as a living body differs from a skeleton. They show 
the teacher at work. 

Five books have been issued. A separate book is devoted to each of the 
first five grades. 

FIRST SCHOOL YEAR. By Anna B. Thomas, Primary Training Teacher- 
Gives for September: Nature Study — Fruits, Flowers, Leaves. Liter- 
ature and History — Stones, Palms. Number Work. The Arts — Draw- 
ing, Writing, Construction Work, etc. Each month, September to June, 
on the same general plan. 176 pages. 

SECOND SCHOOL YEAR. By Henrietta M. Lilley, Training Teacher of 
Second Grade. On the same plan as the first year. 224 pages. 

THI RD SC HOOL YEA R. By Ellen Reiff , formerly Training Teacher of Third 
Grade. On same general plan as for first and second year, but includes, 
in addition to topics treated in former books, Geography. 235 pages. 

FOURTH SCHOOL YEAR. By Anna Buckbee, Teacher of Methods. The 
Fourth School Year, like its predecessors in the series, is in no sense or 
degree a compilation. It provides an extensive work in Nature Study, 
correlated with Geography, History, Literature, Arithmetic, Language, 
Spelling and the Arts. It also contains a valuable list of reference works. 
Illustrated with numerous full-page Half-tones, Maps, the Calendars of 
the Months which can be used for blackboard designs, and numerous 
smaller engravings from original drawings. 241 pages. 

FIFTH SCHOOL YEAR. By Herman T. Lukens, Ph. D, On same general 
plan as the fourth'year. This book aims to set forth, as vividly as words 
and pictures can, the daily work of actual fifth grade classes in the Model 
School of the above-mentioned Normal. Its contents embrace Nature 
Study, Geography, History, Literature, Number, Language and Grammar, 
Spelling, Music and the Arts. The book contains nearly forty illustrations, 
and an ''American History Chart, ' designed to illustrate and chronicle 
the chief events of American history, from previous to its discovery to 
the present time, by periods of ten years. 2 1 3 pages. 

The books are all bound in cloth. Price, each 60 cents. The set of five 
sent postpaid for $2.50. 

A. FLANAGAN CO., Chicago, lU. 



FEB 141907 



